From the literature on student participation, and in particular on student-teacher partnerships, three challenges emerged from which research objectives were drawn for this dissertation: (1) gaining an in-depth overview of the processes that elicit transformation in student-teacher partnerships, (2) identifying design principles for establishing participatory urban school contexts, and (3) developing partnership literacy. Student- teacher partnerships represent a particular case of student participation in this study. Understanding how urban schools can create learning environments where students can actively participate was therefore the central focus of this dissertation. However, in Flemish and Belgian Dutch-speaking education today, despite its ambitious democratic goals, few opportunities for participation are provided, a concern that applies even more to urban schools.
For students to learn democracy in their schools, it is critical that they can experience what it is like to participate.
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