Beyond the Official Language of Learning: Teachers Engaging with Student Voice Research

Bourke, Roseanna; Loveridge, Judith

doi:10.1007/978-981-13-1858-0_10

Cited by 4 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A recent study by Bourke and Loveridge (2016) in New Zealand schools identified that often teachers interpret student views from the perspective of pedagogical and curriculum developments and it is perhaps only when students are more directly involved as 'joint constructors' of any emerging 'knowledge' that there is a shift away from the concept of students purely as generators of feedback 'data' (Groundwater-Smith and Mockler, 2016). What emerged from the Bourke and Loveridge (2016, p. 65) work, however, was that even where students had been 'involved', it was not necessarily what they were interested in.…”

Section: Existing Researchmentioning

confidence: 96%

A tale of two narratives: student voice—what lies before us?

Hall

2016

Oxford Review of Education

View full text Add to dashboard Cite

As the last century closed, and a bright new millennium dawned, the concept of 'student voice' within education emerged as something to be 'identified' and 'captured'. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on.In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to 'measure' student satisfaction. Institutions quickly took up the 'call to arms', assigning responsibilities to ensure there was evidence of 'student voice' engagement; but there was no conversation with the 'students' about how this was experienced by them. This concept had become a 'portmanteau' term; a 'catch all' (Fielding, 2009) competing between two narratives -student voice as democratic and transformational; and student voice as 'policy' and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.

show abstract

Section: Existing Researchmentioning

confidence: 96%

A tale of two narratives: student voice—what lies before us?

Hall

2016

Oxford Review of Education

View full text Add to dashboard Cite

show abstract

“…To achieve this, a useful starting point for understanding the motivations and aspirations given by students making their choices are the reasons given by the students (their voice). This relates to the literature on voice or choices as research has shown that student contributions to matters around educational reform significantly improve the intended outcomes for students (Bourke and Loveridge, 2018). However, giving any participants their voice in research can often be a contested concept.…”

Section: Choices At Sixteen -Academic or Vocational Futuresmentioning

confidence: 99%

Paths in education: how students make qualification choices at Level 3 and what influences these choices

Lewis¹

2022

Journal of Vocational Education & Training

View full text Add to dashboard Cite

show abstract

“…But, even if student voices are listened to, there may be barriers in taking them into account in schools. In their studies of student voices in New Zealand about what learning means to the young participants, Bourke and Loveridge (2016) also included teachers' interpretations of what the children had said. Interestingly, most of the teachers 'explored student voice responses in relation to their understanding of the New Zealand framework, not from a child's frame of reference' (Bourke and Loveridge 2016, 65).…”

Section: Vulnerable Persons' Voices In Researchmentioning

confidence: 99%

Valuing vulnerable children’s voices in educational research

Faldet

Nes

2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

Changing views on childhood and children's rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children's total situations based on their own experiences. In this article, after discussing why vulnerable children should take part in research and exemplifying how they should do it, we consider advice for enabling particularly vulnerable students' voices to be heard in research in ethically justifiable ways. Recommendations for considering vulnerable children's participation in research are proposed. While children may be regarded particularly vulnerable for a range of reasons, we draw attention to the student group in regular classes identified as having special educational needs by referring to examples from a recent research project in Norwegian schools.

show abstract

Beyond the Official Language of Learning: Teachers Engaging with Student Voice Research

Cited by 4 publications

References 15 publications

A tale of two narratives: student voice—what lies before us?

A tale of two narratives: student voice—what lies before us?

Paths in education: how students make qualification choices at Level 3 and what influences these choices

Valuing vulnerable children’s voices in educational research

Contact Info

Product

Resources

About