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Student Voice and Pedagogical Partnership Through and as Disruption, Revealing, and Challenging Inequity

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Encyclopedia of Teacher Education


Student voice and pedagogical partnership are related concepts and approaches that have been developed in primary, secondary, and tertiary contexts. This entry offers definitions of these related approaches and a case study of one form of student voice and pedagogical partnership that bridges secondary and tertiary educational contexts in teacher education. It presents student voice and pedagogical partnership through and as disruption that can reveal and challenge inequity.

Defining Student Voice and Pedagogical Partnership

Student voice is a concept and set of approaches that gained recognition and momentum in the latter part of the twentieth century in England (Rudduck and Flutter 2000) and has since grown in other parts of the world. Developed first in the context of K-12 schools and then extended into tertiary contexts, it refers to students “having a say” in educational policy- and practice-shaping conversations, and it also signals the power and active contribution...

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  • Cook-Sather, A., & Curl, H. (2016). Positioning students as teacher educators: Preparing learners to transform schools. In A. Montgomery & I. Kehoe (Eds.), Reimagining the purpose of schools and educational organisations (pp. 65–76). Cham: Springer Publishers.

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  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass. 1118836065, 9781118836064.

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  • Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2). Available at Accessed 25 June 2017.

  • Narkiss, D., & Naaman, I. (2020). Voicing and reflecting in a pedagogical partnership. In A. Cook-Sather & C. Wilson (Eds.), Building courage, confidence, and capacity in learning and teaching through student-faculty partnership: Stories from across contexts and arenas of practice. Lanham: Lexington Books.

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  • Rudduck, J., & Flutter, J. (2000). Pupil participation and pupil perspective: ‘Carving a new order of experience’. Cambridge Journal of Education, 30(1), 75–89.

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Correspondence to Alison Cook-Sather .

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Cook-Sather, A. (2021). Student Voice and Pedagogical Partnership Through and as Disruption, Revealing, and Challenging Inequity. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore.

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