Conceptualizing Decentralized School Governance: Theoretical Models For Community-Led Management In Cooch Behar's Borderland Elementary Institutions

Decentralized school governance has emerged as a critical response to the limitations of centralized educational systems in diverse, marginalized regions. This conceptual paper explores theoretical models for community-led management in Cooch Behar\\\'s elementary institutions, a borderland district in West Bengal marked by historical princely legacies, Rajbanshi indigenous influences, and geopolitical vulnerabilities. The research problem addresses how top-down governance overlooks local agency, exacerbating inequities in border contexts. Drawing on theories of participatory democracy and postcolonial administration, the paper proposes a hybrid framework integrating community councils with indigenous decision-making practices. Key arguments emphasize adaptability to border dynamics, such as migration and cultural hybridity. Contributions include a novel model for decolonizing education management, with implications for India\\\'s National Education Policy 2020. This work advances conceptual discourse on equitable governance, highlighting the potential of localized theories to empower borderland communities.