Educators and youth activists: A negotiation over enhancing students’ role in school life

Taines, Cynthia

doi:10.1007/s10833-013-9220-y

Cited by 23 publications

(25 citation statements)

References 29 publications

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“…When students "speak and act alongside credentialed educators as critics and creators of educational practice" (Cook-Sather, 2018, p. 17), the relationship between "voice" and "agency" or "action" (Holdsworth, 2000, p. 357) is strong. As a growing number of researchers argue, student voice has the potential to open up spaces and capacities "for racial and ethnic historically marginalized youth to play key roles in school change and hybrid learning spaces" (Gonzalez, Hernandez-Saca, & Artiles, 2017); support more socially just school environments (Mansfield, 2014;Salisbury et al, 2019;Taines, 2014), ensure that disenfranchised youth are included in decision-making processes (Ginwright & Cammarota, 2006;Cammarota & Romero, 2010;Salisbury et al, 2019), and foster positive youth development around agency and civic engagement (Brasof & Spector, 2016;Mitra & Serriere, 2012).…”

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confidence: 99%

Student voice across contexts: Fostering student agency in today’s schools

Cook-Sather¹

2020

Theory Into Practice

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Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence analyses of, decisions about, and practices in schools. In this article I present an overview of forms of student voice work that support cultivating student agency in school spaces, in research on teaching and learning in those spaces, and in authoring publications about teaching and learning in those spaces. Drawing on empirical studies conducted in a range of contexts, the examples refer to students, teachers, administrators, and researchers working together to: analyze teaching and learning in ways that inform classroom practices; employ a wide variety of methodologies to engage in research that leads to action; and author and co-author analyses of practice and research that are guided by students' own interpretative frames as well as filled with their own words. Implications of this discussion include suggestions for teachers, school principals, teacher educators, and researchers regarding how to support student voice such that it fosters the developent of student agency.

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confidence: 99%

Student voice across contexts: Fostering student agency in today’s schools

Cook-Sather¹

2020

Theory Into Practice

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“…Anti-racist research stresses the importance of giving minority ethnic students a voice to foster their sense of belonging in school and how they relate to Britishness and identity in the school context (Taines, 2014;Keddie, 2014;Osler, 2011). When we talked to the Alevi youth, we were surprised to discover the strength of their feelings of exclusion at school, especially in RE.…”

Section: The Alevi Religion and Identity Projectmentioning

confidence: 99%

“…The second part of the article focuses on the Alevi Religion and Identity Project, set up as anti-discriminatory action research (Taines, 2014;Truman, 2004) to find solutions to the negative identity of Alevi youth and to monitor their outcomes 7 , entailing a unique collaboration between the London Alevi Cultural Centre and Cemevi (LACCC), the Prince of Wales Primary School in Enfield, Highbury Grove Secondary School in Islington and sociologists from the University of Westminster. It was in discussion with the Alevi youth 8 about their negative sense of identity that they described their 'invisibility' in school and expressed a desire for Alevism to be taught in their schools' Religious Education (RE) lessons.…”

Section: Introductionmentioning

confidence: 99%

From a ‘sort of Muslim’ to ‘proud to be Alevi’: the Alevi religion and identity project combatting the negative identity among second-generation Alevis in the UK

Jenkins

Cetin

2017

National Identities

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UKThis article explains how the negative identity of second-generation Alevi-Kurds in the UK has been transmitted intergenerationally, linked to their history of persecuted exclusion in Turkey and to the transnational settlement of Alevi migrants in the UK, and how this sense of marginalization and invisibility in the receiving country can be addressed. Education is identified as a starting point for the underachievement and disaffection of Alevi pupils, which can lead them into more serious trouble and descent into the rainbow underclass. In the quest to tackle this identity issue, a unique collaborative action research project was set up between an Alevi community centre, local schools and a university to develop the world's first Alevi lessons as part of the compulsory Religious Education curriculum in British schools. The Alevi Religion and Identity Project 1 is described and evaluated in terms of its outcomes, especially its contribution towards a more positive Alevi identity as a reflection of a vibrant community.

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“…In this article, we further explore the emotional dimensions of student voice for teachers. Previously, it has been suggested that students’ modes of linguistic expression, communicative styles and emotionality are the cause of teachers’ lack of receptivity to what those students have to say, especially where student voices are interpreted as ‘too strident, too offensive or too irresponsible’ (Fielding, 2004, p. 303) or ‘too adversarial’ (Taines, 2013, p. 169). Diverging interpretations of students’ voices can create complex emotional webs.…”

Section: Student Voice and Teacher Emotionsmentioning

confidence: 99%

Feeling voice: The emotional politics of ‘student voice’ for teachers

Black

Mayes

2020

British Educational Res J

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In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher 'fear', 'resistance' or 'uncertainty' about altered power relations. Such explanations risk individualising and pathologising teachers' responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in 'exemplary' student voice practices, we listen to school leaders and facilitating teachers' accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of 'silenced' student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers' experiences of student voice and contemporary reconstitutions of teacher subjectivities.

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Educators and youth activists: A negotiation over enhancing students’ role in school life

Cited by 23 publications

References 29 publications

Student voice across contexts: Fostering student agency in today’s schools

Student voice across contexts: Fostering student agency in today’s schools

From a ‘sort of Muslim’ to ‘proud to be Alevi’: the Alevi religion and identity project combatting the negative identity among second-generation Alevis in the UK

Feeling voice: The emotional politics of ‘student voice’ for teachers

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