The Politics of Student Voice: Unravelling the Multiple Discourses Articulated in Schools

Autor/inn/en	Charteris, Jennifer; Smardon, Dianne
Titel	The Politics of Student Voice: Unravelling the Multiple Discourses Articulated in Schools
Quelle	In: Cambridge Journal of Education, 49 (2019) 1, S.93-110 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1444144
Schlagwörter	Student Empowerment; Discourse Analysis; Educational Practices; Foreign Countries; Student Participation; Accountability; Educational Change; Personal Autonomy; Individualized Instruction; Collegiality; Student Centered Learning; New Zealand + Suchen Sie Ihr Suchwort? Studienberechtigung; Diskursanalyse; Bildungspraxis; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Verantwortung; Bildungsreform; Individuelle Autonomie; Individualisierender Unterricht; Kollegialität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Neuseeland
Abstract	For almost two decades student voice has been used and enacted in educational settings for a range of purposes. Student voice theorists have framed it in sociocultural, social constructionist and poststructural terms. It has been located in a range of schooling discourses and there have been powerful critiques of instrumentalist uses of student voice. It has been reified for its potential to leverage schooling reform, associated with accountability, governmentality and technologies of control, and also heralded as a process to activate radical collegiality in educational settings. This article investigates how school leaders from Aotearoa/New Zealand discursively locate the complex and contested construct of student voice in their schooling settings. Drawing data from principal interviews, discourses inherent in school leader comments are analysed to consider the contribution of student voice. A consideration is provided of how young people are ascribed positions as agents in contemporary Aotearoa schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01