Abstract
This article examines how power imbalances influence the formation of student voice initiatives, which are defined as school-based youth–adult partnerships that consist of youth and adults contributing to decision making processes, learning from one another, and promoting change. Using the concept of community of practice as a lens, the paper examines the ways in which power influences the mutual engagement, shared repertoire, and joint enterprise of youth–adult partnerships. Specifically, the study finds that the following strategies can strengthen student voice initiatives: building meaningful roles based upon mutual responsibility and respect among all members; developing shared language and norms, and developing joint enterprises aimed at fostering voices that have previously been silenced from decision making and knowledge-building processes.
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Notes
Only nine citations exist in the ERIC database for the term “community (ies) of practice” in 1999. In 2000, the number doubled to 19, it nearly doubled again to 31 citations for 2001, and then jumped to 46 citations for 2002, and remained steady thereafter.
This article uses the term school-based youth–adult partnership to connote a specific form of community of practice that includes as part of its goals to increase student voice in schools.
While it would have been preferable to conduct observations of the groups at their school sites, the project did not have sufficient funding to support the extensive travel costs that observations would have required. Observation opportunities were therefore chosen to maximize the opportunities to observe as many groups as possible.
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Acknowledgements
I wish to thank Dorie Evensen, Benjamin Kirshner, Milbrey McLaughlin, Jim Greeno, and anonymous reviewers for comments on earlier versions of this article. Support for data collection were provided by the Walter S. Johnson Foundation and Penn State University’s College of Education.
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Appendices
Appendix A
Appendix B: Interview protocol for youth and adults
Tell me about how things are going this year with your program.
What has changed from last year?
What is the purpose of your organization? (Making change? Youth development? Youth assistance? Something else?)
What kind of support do adults need to do this work?
What kind of supports do youth need to do this work?
What do teachers and students in the school think about your group? How do they perceive your work?
Who are the group’s biggest allies (principals, teachers, outside nonprofit, other)
Who makes decisions in your group? Who is a leader?
What types of skills do young people need to engage in the work that you do?
What type of skills do adults need?
Have you seen any changes in the school as a result of their work yet?
Have you seen any changes in the youth involved?
What are your plans for continuing your work after the grant ends?
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Mitra, D.L. Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships. J Educ Change 9, 221–242 (2008). https://doi.org/10.1007/s10833-007-9061-7
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DOI: https://doi.org/10.1007/s10833-007-9061-7