Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth: Book review

Hilgendorf, Amy

doi:10.1037/e542592012-005

Cited by 11 publications

(21 citation statements)

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“…Working with a rights perspective, Dana Mitra (2008) proposed that adult researchers ask who was being heard, who is collaborating with adults and what is done about building capacity for leadership. Lundy's (2007) children's rights‐based model proposes researchers include a reflexive examination of the combination of space, voice, audience and influence afforded in research with students.…”

Section: Key Methodological Perspectives Includementioning

confidence: 99%

Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research

Maloy¹,

Thomson²

2023

Int J Art Design Ed

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Art education has a range of purposes. Art is said to support students to explore, interpret, ask critical questions, communicate and realise ideas, experiment, take risks, collaborate, tell stories and/or engage in social and political actions. In this paper, we consider whether educational researchers have the same capacious view of students’ potential and capacities for involvement. We bring the results of a Rapid Evidence Review (RER) of the benefits of arts education into conversation with the literatures on student voice and participation. We outline the ways in which student voice and participation are discussed, then move to the results of the RER. We conclude with a discussion of the opportunities for art education researchers to develop research practices that are inclusive of students.

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Section: Key Methodological Perspectives Includementioning

confidence: 99%

Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research

Maloy¹,

Thomson²

2023

Int J Art Design Ed

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“…Previous research has discussed the importance of young people themselves speaking about their own experiences. In doing so, youth can reframe their own identities through the validation of being heard (Cook-Sather, 2002;McIntyre & Rudduck, 2007;Mitra, 2008).…”

Section: Legitimizing the Role Of Young People In The Policy Processmentioning

confidence: 99%

“…Attending to issues of supports, YPAR involves a scaffolding approach to learning that allows youth to gain the skills needed to share leadership in a Vygotskian style of apprenticeship (Camino, 2005;Lave & Wenger, 1991;Mitra, 2005Mitra, , 2008. Adults must create spaces for students to develop a common vision and share responsibility for group decisions and outcomes (Mitra, 2005;zeldin et al, 2002).…”

Section: Sustaining Ongoing Student Voice Workmentioning

confidence: 99%

Conclusion: The Intersection of Student Voice and Policy Research

Mitra

2015

Teachers College Record: The Voice of Scholarship in Education

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This concluding chapter examines how this book on student voice intersects with previous research about policy implementation and sustainability, focusing on three issues: (a) Legitimizing the role of young people in the policy and reform process. This book considers how to reconceptualize the role of young people in educational systems as policy actors rather than as clients. Building on theoretical concepts of positioning and reframing, it articulates how young people have the right to participate in conversations and decisions that affect their lives. (b) Preparing adults to work with young people. The book also amplifies the need to develop structures that can maximize the ben-efits of the partnership for young people, adults, and the policy system. While adults can create barriers to authentic student participation, student voice efforts can teach adults how to work with young people as partners. When adults refuse to partner, the book demonstrates how student voice activities can serve as a social movement to challenge adults to rethink relationships with students. (c) Sustaining ongoing student voice work. The book also considers the contexts and conditions that might enable the sustainability of successful student voice efforts. Aligning with an intermediary organization can serve as a bridge for sharing knowledge and resources between student voice efforts. Additionally, inquiry-based processes can create a structure for creating meaningful student voice work. The book focuses mostly on a particular form of inquiry—Youth Participatory Action Research (YPAR), which allows an exchange of ideas, critique, and expertise.

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“…Advocates for student voice argue that young people are responsible, competent and capable of making valuable and insightful contributions within educational settings. Student voice includes initiatives in education ranging from students sharing their opinions about issues, problems and potential solutions, to empowering students to collaborate with educators to address problems impacting them (Mitra, 2008, p. 3). In recent years, many school improvement efforts have included student voice, in order to reposition students as responsible agents and advocates within schools (Mayes et al, 2019, p. 158).…”

Section: Introductionmentioning

confidence: 99%

Student voice: Which supportive parental behaviours first‐generation immigrant students in Australia find beneficial

Malaeb

Ware

2023

British Educational Res J

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There is considerable evidence that parents/guardians play an important role in their children's education. The supportive behaviours of parents have important implications for children's learning. However, most research in this area has focused primarily on the perspectives of school leaders, teachers and parents. One area that thus remains relatively under‐studied is student perspectives on what constitutes beneficial parental supports. This research explores two case studies: one with primary school students, the other with secondary students. Both studies interviewed students from former‐refugee and non‐English speaking backgrounds who had recently settled with their families in Australia. The students were asked to reflect on supportive behaviours of their parents/guardians relating to their education. Findings suggest that despite many barriers, parents demonstrated high levels of support for their children's education. By foregrounding student voice, this study identifies several types of parental behaviours that students find most helpful for effective learning. These include: affirmation, role‐modelling, backup supports, conversations and discussions, encouragement and advice, and decision‐making and problem‐solving. Students’ responses suggest that slightly different sets of behaviours may be required at primary and secondary levels. This study highlights the types of supportive parental behaviours which schools could encourage, to help parents maximise the impacts of their supports for students, so these students are enabled to achieve effective learning and—more broadly—educational and career aspirations.

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Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth: Book review

Cited by 11 publications

References 0 publications

Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research

Research Subjects, Participants or Co‐researchers? Extending the Involvement of Students in Art and Design Research

Conclusion: The Intersection of Student Voice and Policy Research

Student voice: Which supportive parental behaviours first‐generation immigrant students in Australia find beneficial

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