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Pragmatism in student voice practice: What does it take to sustain a counter-normative reform in the long-term?

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Abstract

Youth self-determination has been shown to be key to supporting youth engagement in school. However, the latent custodial and sorting functions of schooling often interfere with reform efforts that seek to change the nature of the central relationship of schooling—that of teacher and student. While many studies exist of short-term reform efforts, few long-term efforts in the United States have successfully persisted. This study is a longitudinal, embedded case study of a network of high schools, supported by an intermediary organization, committed to elevating student voice. Through a critical examination of the rapid prototyping approach the intermediary organization credits with the long-terms success of its program, I trace the adaptations of student voice theory and practice that occurred across 17 schools over a period of 5 years. I find that key adaptations that buffered organizational pressures—most notably teacher resistance to student voice—also moved the initiative away from the equity-focus that it embraced in early iterations. These findings point to the significance of value clarity in counter-normative reforms committed to developmental change and the challenges of avoiding the trap of only enriching the experiences of the most advantaged students.

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  1. University of Maine, 333 Merrill Hall, Orono, ME, 04473, USA

    Catharine Biddle

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Biddle, C. Pragmatism in student voice practice: What does it take to sustain a counter-normative reform in the long-term?. J Educ Change 20, 1–29 (2019). https://doi.org/10.1007/s10833-018-9326-3

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