Pupils' Perceptions of Power Dynamics in Portuguese Schools: Do They Feel Their Voices Are Heard?
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| Title: | Pupils' Perceptions of Power Dynamics in Portuguese Schools: Do They Feel Their Voices Are Heard? |
|---|---|
| Language: | English |
| Authors: | Maria Assunção Flores (ORCID |
| Source: | Cambridge Journal of Education. 2026 56(1):79-98. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Secondary School Students, Student Attitudes, Power Structure, Student Participation, Barriers, Leadership Styles, Interpersonal Communication, Democratic Values, Participative Decision Making |
| Geographic Terms: | Portugal |
| DOI: | 10.1080/0305764X.2025.2603212 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining highly centralised. Barriers to meaningful participation include weak communication and leadership practices that prioritise control over dialogue. The evidence shows that pupil participation is mostly consultative and dependent on adult mediation, with organisational gatekeeping, rather than pupils' willingness, acting as the main constraint. These patterns suggest that, despite five decades of democracy, Portuguese schools continue to mirror hierarchical traditions rooted in the authoritarian past, revealing how enduring institutional cultures still hinder the full realisation of democratic participation in everyday school life. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500716 |
| Database: | ERIC |
| Abstract: | This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining highly centralised. Barriers to meaningful participation include weak communication and leadership practices that prioritise control over dialogue. The evidence shows that pupil participation is mostly consultative and dependent on adult mediation, with organisational gatekeeping, rather than pupils' willingness, acting as the main constraint. These patterns suggest that, despite five decades of democracy, Portuguese schools continue to mirror hierarchical traditions rooted in the authoritarian past, revealing how enduring institutional cultures still hinder the full realisation of democratic participation in everyday school life. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2025.2603212 |
