2.50
Hdl Handle:
http://hdl.handle.net/2436/620220
Title:
A Tale of Two Narratives: Student Voice – What Lies Before Us?
Authors:
Hall, Valerie Joyce
Abstract:
As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ (Fielding, 2009) competing between two narratives – student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.
Publisher:
Taylor & Francis
Journal:
Oxford Review of Education
Issue Date:
Dec-2016
URI:
http://hdl.handle.net/2436/620220
DOI:
http://dx.doi.org/10.1080/03054985.2016.1264379
Additional Links:
http://www.tandfonline.com/eprint/xWnFGAzVzjvnThCAK9MN/full
Type:
Article
Language:
en
ISSN:
0305-4985
Appears in Collections:
Creating Positive Student Experiences

Full metadata record

DC FieldValue Language
dc.contributor.authorHall, Valerie Joyceen
dc.date.accessioned2016-10-18T14:01:25Z-
dc.date.available2016-10-18T14:01:25Z-
dc.date.issued2016-12-
dc.identifier.issn0305-4985en
dc.identifier.doihttp://dx.doi.org/10.1080/03054985.2016.1264379-
dc.identifier.urihttp://hdl.handle.net/2436/620220-
dc.description.abstractAs the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ (Fielding, 2009) competing between two narratives – student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/eprint/xWnFGAzVzjvnThCAK9MN/fullen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectStudent voiceen
dc.subjectlearner involvementen
dc.subjectpolicyen
dc.subjectfurther educationen
dc.subjecthigher educationen
dc.subjectteacher educationen
dc.titleA Tale of Two Narratives: Student Voice – What Lies Before Us?en
dc.typeArticleen
dc.identifier.journalOxford Review of Educationen
dc.date.accepted2016-10-
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.project181016VHen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-06-22en
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