Student voice as a contested practice: Power and participation in two student voice projects

Carol Robinson*, Carol Taylor

*Corresponding author for this work

Research output: Contribution to journalArticle

42 Citations (Scopus)

Abstract

This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of student voice work are four core values: communication as dialogue; participation and democratic inclusivity; the recognition that power relations are unequal and problematic; and the possibility for change and transformation (Robinson & Taylor, 2007); the second article focused on a theorization of power and participation within student voice work (Taylor & Robinson, 2009). This article explores how power and participation manifest themselves within the operation of student voice projects and considers the micro-processes at play when implementing student voice work within schools. The article concludes by questioning whether student voice work provides a genuine means through which change in schools is initiated.

Original languageEnglish
Pages (from-to)32-46
Number of pages15
JournalImproving Schools
Volume16
Issue number1
DOIs
Publication statusPublished - 1 Mar 2013

Keywords

  • democratic schooling
  • power
  • pupil voice
  • student voice
  • students as researchers

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