Abstract
This article explores the value of student voice to school improvement, suggesting that it is often assumed to be a good thing. The article describes six trends that have contributed to this unexamined assumption. It is suggested that two dimensions of any claim that student voice can contribute to school improvement need to be analysed: the degree to which students are regarded as being active in participation in school life, and the purposed for which their voice is being used. A distinction is drawn between those that are for community purposes, such as the improvement of learning, and institutional purposes such as improvement in the appearance of the school. The various ways in which student voice can be used to coerce teachers of students into compliance are identified. An analytic matrix is presented. A dialogic model is proposed as the form of participation that will contribute most towards improvement. The article concludes with accounts of three projects in which student participation has been encouraged through dialogue about learning.
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Lodge, C. From hearing voices to engaging in dialogue: problematising student participation in school improvement. J Educ Change 6, 125–146 (2005). https://doi.org/10.1007/s10833-005-1299-3
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DOI: https://doi.org/10.1007/s10833-005-1299-3