Pride and privilege: the affective dissonance of student voice

Finneran, Rachel; Mayes, Eve; Black, Rosalyn

doi:10.1080/14681366.2021.1876158

Cited by 13 publications

(4 citation statements)

References 52 publications

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“…In relation to research, as we have highlighted elsewhere, this is evident when publications present a rather sanitized account of the research journey (Fitzgerald et al, 2020 ). We concur with Finneran et al ( 2021 ) and others (McNamara, 2011 ; Fox, 2013 ; Bradbury-Jones and Taylor, 2015 ), that there is a need to interrogate more fully the claims researchers make about promoting youth voice within research. As James ( 2007 , p. 270) argues, it is only through reflecting upon “the complexities of the issues that frame what children say, rather than offering the simple message that recording and reporting their voices is sufficient, [that] it may be that children's voices will be more willingly listened to and their perspectives more readily understood”.…”

Section: Introductionsupporting

confidence: 84%

“…This third principle has encouraged us to explore power relations and consider how power might be re-balanced in our youth voice projects (Robinson and Taylor, 2007). Like others (Nelson, 2017;Charteris and Smardon, 2019;Finneran et al, 2021), we are skeptical of claims that youth voice projects can disrupt traditional power relations within research. Power operates within the research context and through the research process, and this needs to be recognized in any youth voice project.…”

Section: The Recognition That Power Relations Are Unequal and Problem...mentioning

confidence: 99%

“…Indeed, according to Robinson and Taylor ( 2007 ), creating dialogue should move beyond speaking as the only effective means of engaging with a range of young people. Rather, the term “voice” must be used in inclusive ways and encompass how young people variously articulate their opinions and insights, including through the use of silence (MacLure, 2009 ; Mazzei, 2009 ; Finneran et al, 2021 ). Creating opportunities for different kinds of dialogue, encapsulating verbal and non-verbal exchanges, is something we have attempted to support within our work.…”

Section: The Four Principles Of Student Voice Workmentioning

confidence: 99%

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Misguided and Modest: Reflections of Our Youth Voice Research

Stride

Brazier

Fitzgerald

2022

Front. Sports Act. Living

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In recent years, Physical Education (PE) has seen a growth in the commitment to youth voice research. This approach foregrounds the practice of researching with young people, rather than conducting research on or about them. Whilst we are cognisant of the many possibilities youth voice research offers, we are also concerned that there is a tendency to overlook the challenges of supporting youth voice activities. This paper draws on our collective reflections to bring to the fore some of the complexities we have encountered when attempting to engage in school-based youth voice research. We explore the following questions: How can youth voice research engage with different young people to capture a diversity of voices? What are the challenges of undertaking youth voice research? What are the possibilities of change through youth voice research? We consider these questions by drawing upon four principles of student voice work including communication as dialogue, participation and democratic inclusivity, unequal power relations, and change and transformation. We use these principles to critique our own research and, in doing so, draw on entries from our research diaries. The paper questions whether young people need help to share their insights and experiences about PE, or whether it is us - researchers, teachers and schools - who need help to more readily recognize and be attentive to young people's voices. We also point to the importance of recognizing modest change through youth voice research and the need to secure adult allies to support activities and potential outcomes. Engaging in youth voice research is an immersive and messy encounter that involves navigating a journey that is anything but straightforward. Even though this is the case, our moral and ethical compass continues to point us in this direction and we remain firm advocates of youth voice work. This paper offers a starting point for others to begin to grapple with the pitfalls and possibilities when supporting youth voice research.

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Section: Introductionsupporting

confidence: 84%

Section: The Recognition That Power Relations Are Unequal and Problem...mentioning

confidence: 99%

Section: The Four Principles Of Student Voice Workmentioning

confidence: 99%

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Misguided and Modest: Reflections of Our Youth Voice Research

Stride

Brazier

Fitzgerald

2022

Front. Sports Act. Living

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“…For young people, whose lives are highly regulated by the institutions and practices of schooling (such as mandated curriculum, testing, timetables, uniforms, rules and so on) opportunities to exercise agency are quite limited. Within schools, student agency is often attached to student voice initiatives which are unevenly distributed, favouring those already privileged by race and class, articulate, middle class and older students who are assumed to be able to ‘ventriloquise’ the experiences of ordinary students (Finneran et al, 2021 , p. 7). Although there has been considerable educational research into student voice, aiming to encourage input and promote student-led reform, that is to enhance students’ agency within educational contexts, student voices are often co-opted or marginalised, without the extent of authentic sharing of responsibility and codesign that would lead to pedagogic change (Mockler & Groundwater-Smith, 2015 ), or reduced to “mere compliance” within existing structures of schooling (Charteris & Thomas, 2017 , p. 163).…”

Section: Young People Agency Resilience Sociality and Learning In Pandemic Timesmentioning

confidence: 99%

Sociality, resilience and agency: how did young Australians experience online learning during Covid-19?

et al. 2021

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In 2020 when schooling was abruptly reconfigured by the pandemic, young people were required to demonstrate new capabilities to manage their learning and their wellbeing. This paper reports on the feelings, thoughts and experiences of eight Year 9 and 10 students in NSW and Victoria about the initial period of online learning in Australian schools that resulted from the Covid-19 pandemic. Beyond dominant narratives of vulnerability and losses in learning, our participants offered counternarratives that stressed their capacities to rise and meet the times. We trace three central themes on how they: found moments of agency that increased their confidence, reconfigured resilience as a socially responsible set of practices, deployed sociality as a resource for the benefit of themselves and others. The pandemic opened up conversations with young people about where and how learning takes place and how schools might adapt and respond to young people’s growing sense of urgency about the future of schooling.

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Listening to Student Voice to Improve the Quality of Emergency Remote Teaching

Yashenkova

2021

Emergency Remote Teaching and Beyond

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Pride and privilege: the affective dissonance of student voice

Cited by 13 publications

References 52 publications

Misguided and Modest: Reflections of Our Youth Voice Research

Misguided and Modest: Reflections of Our Youth Voice Research

Sociality, resilience and agency: how did young Australians experience online learning during Covid-19?

Listening to Student Voice to Improve the Quality of Emergency Remote Teaching

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