Abstract
As educational research that embraces “student voice ” has proliferated, the terms and practices associated with this work have multiplied to address the particular philosophical, methodological and ethical issues involved. This discussion summarises the key developments in the evolution of student voice in educational research from early efforts in the 1990s to elicit student perspectives regarding their learning in primary and secondary schools, through to more current approaches to working with students as partners in or as leaders of educational research projects in primary through tertiary educational contexts. The chapter touches upon definitions and contexts of “student voice ”; the relationship among voice , rights and power ; research methods that have evolved to integrate student voice and participation ; the diversification of voices included in student voice research; and changes in (re)presentation of students in educational research.
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Notes
- 1.
See, for example, “Why Integrate Student Voices into SoTL?” http://blogs.elon.edu/issotl13/student-voices-in-sotl/why-integrate-student-voices-in-sotl/.
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Acknowledgements
My thanks to Roseanna Bourke and Judith Loveridge for their invitation to submit this chapter as a revision of a previous article published in New Zealand Journal of Educational Research and to Sophia Abbot, Mick Healey, Kelly Matthews and Emily Nelson for helpful feedback on drafts.
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Cook-Sather, A. (2018). Tracing the Evolution of Student Voice in Educational Research. In: Bourke, R., Loveridge, J. (eds) Radical Collegiality through Student Voice. Springer, Singapore. https://doi.org/10.1007/978-981-13-1858-0_2
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