“Very Powerful Voices”

Conner, Jerusha; Zaino, Karen; Scarola, Emily

doi:10.1177/0895904812454001

Cited by 41 publications

(7 citation statements)

References 23 publications

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“…The framework seeks to contribute to the broadening call for sharpening a lens of social justice in educational leadership scholarship (Bertrand et al, 2020;Conner et al, 2013;Lac & Cumings Mansfield, 2018). This article bounds its work to define the ways in which young people can have a voice in shared decision-making in school settings-"insider" approaches to student voice (McMahon & Portelli, 2012).…”

Section: Discussionmentioning

confidence: 99%

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

Holquist

Mitra

Conner

et al. 2023

Educational Administration Quarterly

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Purpose: Educational leadership traditionally has defined school leadership as an adult-only space. An emerging group of scholars is expanding the field to challenge who should be considered an educational leader and whose voices should be centered in change processes. Examining the ways in which students serve as leaders in schools, student voice scholarship has expanded rapidly over the last two decades. However, it has not cohered around a shared understanding of the central components of the practice of student voice in classrooms and schools. Research Methods: Our process drew upon two different data sources in parallel—a systematic literature review and interviews/focus groups with students, teachers, and school leaders. We designed our process in this format to draw upon what has been done before and to understand whether the past still aligns with current practice. We hope that in addition to articulating student voice constructs, this article also can offer methodological contributions as demonstrating ways to understand educational practices based on past and new research. Findings: This article presents a framework of the core components of student voice in classrooms and schools: structures (setting, focus, and intent) and relationships (access, representative, roles, and responsiveness). Implications for Research and Practice: This framework provides a roadmap for students, teachers, school leaders, and academic scholars to understand how leadership at the school and classroom levels can envision and design student voice practices. Further, it offers a starting point for articulating the range of possibilities for student voice in classrooms and schools.

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Section: Discussionmentioning

confidence: 99%

“…The level of leadership and initiative that students have in a student voice practice. Conner et al, 2013;Evans et al, 2015;Faust et al, 2014;Fitzpatrick et al, 2018;Lac & Cumings Mansfield, 2018;Marsh, 2012;Robinson & Taylor, 2013;Taines, 2014…”

Section: Rolesmentioning

confidence: 99%

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

Holquist

Mitra

Conner

et al. 2023

Educational Administration Quarterly

Self Cite

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“…For example, youth organizers have led and won campaigns to reduce school overcrowding (Mediratta et al, 2009), to increase access to college preparatory coursework (Ishihara, 2007;Shah, 2011), and to design and implement small schools (Carlo, Powell, Vazquez, Daniels, & Smith, 2005;Suess & Lewis, 2007). Several researchers have begun to document how youth organizing groups operating in different cities have succeeded in making the educational systems more responsive to students' needs (Conner, zaino, & Scarola, 2012;Mediratta et al, 2009;zeldin, Petrokubi, & Camino, 2008).…”

Section: Discussionmentioning

confidence: 99%

Introduction to Student Voice in American Education Policy

Conner¹,

Ebby-Rosin²,

Brown³

2015

Teachers College Record: The Voice of Scholarship in Education

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This introduction sets up the volume by defining student voice, reviewing the philosophical and theoretical warrants for it, briefly summarizing the history of the movement in the United States, and synthesizing extant research on the topic. It also explains the tripartite structure of the book (Discovering, Developing, and Demonstrating the Power of Student Voice) and previews the chapters to come. The student voice initiatives analyzed in this volume represent a powerful new model of education reform—one in which students assume an active, integral role. No longer can students be cast simply as the targets of educational policies and the passive beneficiaries of educational processes. As students across the country add their voices to policy debates and assume critical roles as educational innovators, analysts, researchers, and agents of change—not just in their schools, but on local, state, and national stages—they are shaping education policy in powerful ways. Though student voice may be a trendy term in some educational circles, these students’ efforts to make their schools and the school system more responsive to their needs show student voice to be both a serious and a significant reform strategy.

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“…For these policy changes to unfold, it may be necessary to move beyond moral pleas and instead mobilize power bases. Scholarship about youth organizing provides more insights in this area than that on YPAR (Conner et al, 2013;Dolan et al, 2015), perhaps because organizing entails working toward concrete outcomes, which is not necessarily the case with YPAR. As with YPAR, youth organizing has been characterized as both a youth development approach and also a means for youth to exert influence on policies, especially with the aim of increasing social justice (Ginwright, 2010;Ginwright et al, 2006).…”

Section: Youth Organizing As a Mobilizer Of Power Basesmentioning

confidence: 99%

YPAR Dreams Deferred? Examining Power Bases for YPAR to Impact Policy and Practice

Bertrand

Lozenski

2021

Educational Policy

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Practitioners and scholars have argued that youth participatory action research (YPAR) challenges systemic injustice in education, as youth and adults research mechanisms of oppression and propose recommendations. However, oftentimes YPAR does not lead to new policies, as institutional decision-makers ignore youth’s moral pleas and empirical evidence. In this conceptual article, we propose a consideration of the ways in which YPAR can mobilize power bases using youth organizing and institutionally sanctioned decision-making. We argue that being attuned to power bases provides YPAR groups a more reliable means, in comparison to moral pleas, to move from YPAR findings to shifts in policy and practice.

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“Very Powerful Voices”

Cited by 41 publications

References 23 publications

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

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

Introduction to Student Voice in American Education Policy

YPAR Dreams Deferred? Examining Power Bases for YPAR to Impact Policy and Practice

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