The silent voices: Pupil participation for gender equality and diversity

Abstract

Background: The international body of research on student voice concludes that active pupil participation has multiple positive effects on the work environment and learning for pupils. In a large study on gender equality and diversity work in Swedish schools, it became evident that pupils wanted to be active participants. However, pupils considered that their wishes were, to a large extent, ignored. Therefore, it is important to try to understand this further by investigating pupils' perceptions of their experiences. Purpose: The purpose of the study was to explore how discourses of participation and power are practised, not practised, and materialised, by focusing in-depth on pupils' representations of gender equality and diversity work within a small sample of Swedish schools. Methodology: The study is based on data from 10 focus group interviews with 43 pupils from 4 different schools, 2 compulsory schools (pupil ages 6-15) and 2 upper secondary schools (pupil ages 16-18), in Sweden. The thematic analysis utilised a gender perspective anchored in a critical policy analysis approach. Analysis and Findings: The analysis of focus group data identified three pupil representations of gender equality and diversity work: a onetime occurrence, longing for participation and the (un)fair teacher. These representations were derived from and intertwined with discourses on pupil participation and power. Three sub-discourses were found within the discourse on participation and power: normative barriers to participation, structural barriers to participation and openings in the barriers to participation. The first two subdiscourses support the maintenance of unequal power relations between adults and pupils, while the third challenges these power relations. Conclusions: Our study suggests that no substantial levels of participation or power among the pupils were represented at the schools. Instead, the analysis visualises pupils as expressing powerlessness and disengagement. However, the discourse Openings in the barriers to participation, together with pupils' democratic abilities, has the potential to enable change and the development of pupil participation in schools.

What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership

“…Intended Beneficiaries. Intended beneficiaries range from only the students involved in a student voice practice to all students in the school (Hipolito-Delgado & Zion, 2017; Holquist & Walls, 2021b; Keisu & Ahlström, 2020). For example, a school may host a “student voice conference,” where the intention is to support the leadership development and sense of agency of those who attend.…”

“…Less than half of the articles reviewed (41%) discussed the access students had to participate in the student voice practice being studied; conversely, students, teachers, and school administrators all discussed access to student voice practices within their schools. Access ranged from broadly inclusive, involving all students in the school, to limited, engaging only a narrow subset of students (Downes et al, 2017; Hipolito-Delgado & Zion, 2017; Holquist & Walls, 2021b; Keisu & Ahlström, 2020). As an example, a student voice practice with high access might be a schoolwide student voice survey.…”

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

“…Students' participation is the second key in providing intervention. Participation has many benefits for the development of student learning outcomes [27]. Students as objects of recipients of the intervention have unique characters.…”

Model of Internalization Gender Equality Values to Prevent Bullying of Female Students at Senior High School in Mataram City

“…Teachers are already understanding the importance of educating students about gender equality through the teaching and learning process to prevent violence in the classroom. According to Keisu and Ahlstrom [25], the participation of teachers and students in the learning process was capable of visualizing democratic conditions or attitudes among students. There is a process carried out in intracurricular activities to instill the value of gender equality, specifically in the learning process (discussion, presentation, learning model), socialization during imtaq activities, and flag ceremonies conducted by the principal.…”