Using Student Voice to Challenge Understandings of Educational Research, Policy and Practice

Bourke, Roseanna; Loveridge, Judith

doi:10.1007/978-981-13-1858-0_1

Cited by 27 publications

(28 citation statements)

References 23 publications

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“…Investments in professional learning for leaders, teachers and professional developers are examples of recent capacity-building initiatives in the New Zealand context that can have the potential to have a powerful role in supporting policy implementation. However, a learning culture that is inclusive of those working at all levels in policy implementation is critical and this includes our young people (Bourke & Loveridge, 2018).…”

Section: Developing a Learning Culture Within Policy Implementationmentioning

confidence: 99%

“…Data can be used to deepen understanding of current ways of working and to generate insights about how best to focus efforts to improve. Using data that include the view of young people (Bourke & Loveridge, 2018) to better understand how people are interpreting policies, what impact they are having on them and how they are in turn implementing them (or not) is a key anchor to an effective learning orientation in policy implementation (Bryk et al, 2015). Therefore a "commitment to empirical evidence" (Bryk et al, 2015, p. 9) is central to navigating some of the challenges in effective policy implementation.…”

Section: Developing a Learning Culture Within Policy Implementationmentioning

confidence: 99%

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Complex Challenges in Policy Implementation

Fevre

2020

nzaroe

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Efforts to improve education occur in complex landscapes, where policy, research, history, experiences, and communities shape practice in ways that have both intended and unintended outcomes. These landscapes change over time; however, there appear to be several core challenges that persist and which likely influence why it is difficult for policy to improve education in intended, effective and sustainable ways. Drawing on New Zealand and international research, this position paper identifies some of these key challenges and explores possible leverage points to navigate these. These include developing adaptive expertise, engaging key stakeholders in decision making, and developing a learning culture.

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Section: Developing a Learning Culture Within Policy Implementationmentioning

confidence: 99%

Section: Developing a Learning Culture Within Policy Implementationmentioning

confidence: 99%

Complex Challenges in Policy Implementation

Fevre

2020

nzaroe

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“…Agency, in this instance, aligns with the teacher's goals and is not indicative of agency as resistance to schooling practices. Bourke and Loveridge (2014) observe that there can be an "uneasy tension" between voicework that influences system-wide educational achievement" and the "laudable desire to promote greater learner agency and autonomy within educational settings" (p. 126). Furthermore, in their critique Rodríguez and Brown (2009) note that student voice research customarily aims to transform traditional power hierarchies, however they found "few analyses of how institutional biases like racism, classism, and language bias shape students' experiences and the distribution of power within schools" (p. 22).…”

Section: Learner Agencymentioning

confidence: 99%

“…Student voice has been linked with notions of youth participation, active learning, active citizenship, youth leadership, and youth empowerment (Mitra, 2008b). When there is radical collegiality (Fielding, 1999) the experiences of students are re-presented through their own voices in order to trouble the status quo (Bourke & Loveridge, 2014). Radical collegiality involves mutual learning between adults and students in ways that transform the boundaries of traditional roles (Fielding, 2001).…”

Section: Discourse Of Radical Collegialitymentioning

confidence: 99%

Untitled

2019

AJTE

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While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising learning; radical collegiality; socially critical voice; decolonising voice; and refusal. Consideration is given to the ongoing impetus to position students as consumers and resources for quality control. It is an ongoing concern that student voice projects can miss opportunities for reconfiguring the status of students within democratic schooling partnerships. There is an important role for ongoing and initial teacher education that addresses a politics of voice associated with systemic quality assurance, decolonisation and democracy.

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“…Schooling ecologies are influenced by these two powerful, sometimes competing, discourses. As Bourke and Loveridge (2014) highlight, the aim to 'influence system-wide educational achievement from outside educational settings, sometimes sits in uneasy tension with the equally laudable desire to promote greater learner agency and autonomy within educational settings ' (p. 126). When teacher accountability and learner co-regulation are simultaneously lauded (Heritage, 2016), there can be what we term a 'crisis of control'.…”

Section: Introductionmentioning

confidence: 99%

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

Dargusch¹,

Charteris²

2018

AJTE

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It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and inschool PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.

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Using Student Voice to Challenge Understandings of Educational Research, Policy and Practice

Cited by 27 publications

References 23 publications

Complex Challenges in Policy Implementation

Complex Challenges in Policy Implementation

Untitled

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

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