Elevrepresentasjon i formelle utvalg i skolen - Reell eller symbolsk medvirkning

The Education Act and the UN Convention on the Rights of the Child states that children and young people are entitled to participation in school. Pupils' opinions about teaching and the social environment should be heard and considered in decision-making. Reasons for child participation in school can be related to development of citizenship and democracy, to participation as a right, and as a way of empowerment and enhancement of self esteem amongst children. Since 2005, all schools are required to have a school environment committee with representatives from the school management, teachers, parents, pupils and the municipality. The purpose of the school environment committee is to ensure that pupils have influence on the learning environment, and to involve pupils in efforts to improve it (The Directorate for Education and Training, 2011). This is a very formal and bureaucratic arena for participation. In my thesis I examine how pupils in lower secondary schools perceive their participation in formal committees in school. I am interested in their views on reasons for pupil representation, and how they perceive the level of influence and their own role in meetings and decision-making processes. The study is based on interviews with eight pupils from three schools in Bergen. I use qualitative methods and an interpretative framework. I conducted group interviews, transcribed and processed the interviews through meaning condensation. My findings are then analysed on three levels, using a model by Kvale & Brinkmann (2009). I place my findings in a broader context using democracy theory and right based models for participation. The models provide useful perspectives and criteria for levels of democracy and quality of participation processes with children and young people. Reasons for participation in school are complex and partly unclear. My findings indicate that elections and representation in committees fulfil minimum levels of democracy. The situation regarding pupils' influence on the scope and case management processes in school is more critical. Lack of training, information, time to case preparation and discussions in class are challenges pupils face. The degree of involvement and the quality of participation processes depends strongly on teachers and school management. Each school and committee must themselves define limits and content of pupils' participation in school, based on the legal framework. My informants claim influence, power and participation through their role as representatives. Personal development and increased self confidence are additional benefits, even if the formal context makes them shy at first. Pupils regard their participation as important since they are the centre of schools activities, and should therefore be heard and consulted in matters concerning them. Pupils have knowledge and insights about school, and it is crucial for them to have influence on their everyday life. My informants regard their participation as a part of a joint cooperation for a better school. Participation as democracy training is not mentioned by any of my informants. Pupils feel that they are included and respected during committee meetings; the formal structures ensure that everyone has their say. Pupil representation in committees may not meet minimum levels of democracy and quality standards of participation, but the way adults meet and respond to pupils is crucial for their perception of participation and involvement. The responsiveness of adults can compensate for lack of democratic rights and thorough participation processes in schools