Abstract
This article moves from an overview of what is meant by the term 'voice' to discussing the significance of its links with action research. It does this through using a simple typology of three types of voice: Authoritative, Critical and Therapeutic. Each type of voice represents a different process of articulation and intended outcome. It then moves on to consider 'voice' and the collaboration of young people in educational action research by unpicking a series of four assumptions which delineate major theoretical and practical possibilities and limitations. These assumptions provide a critique of the underpinning ideologies held by professionals when supporting and listening to young peopleCitation
Educational Action Research, 9 (3): 485-502Publisher
RoutledgeJournal
Educational Action ResearchType
Journal articleLanguage
enISSN
0965079217475074
ae974a485f413a2113503eed53cd6c53
10.1080/09650790100200165