Reclaiming student voice(s): Constituted through process, or embedded in practice?
AbstractRemoval of the student numbers cap, reductions in funding, and an accompanying need to generate revenue, has driven education towards neo-capitalism and managerialism; students equate to income. An associated growth in performativity measures incorporates student voice as one of these benchmarking requirements. Aiming to explore and challenge assumptions about the role of student voice in post-compulsory education, this paper identified a missing viewpoint in the wider research; perceptions from those engaged in teacher education. This paper presents research undertaken with 24 participants (teacher educators, student teachers, and quality assurance managers) across 3 post-compulsory institutions in the UK. It explores perceptions about how student voice is espoused, enacted and experienced within the institutions, and whether this enables a democratic approach within education. The research considers questions raised about power, dialogue and engagement; and the impact of marketisation and consumerism on student-institutional relationships.
CitationHall, V. (2020) Reclaiming student voice(s): constituted through process or embedded in practice?, Cambridge Journal of Education, 50:1, 125-144, DOI: 10.1080/0305764X.2019.1652247
PublisherTaylor & Francis
JournalCambridge Journal of Education
DescriptionThis is an accepted manuscript of an article published by Taylor and Francis in Cambridge Journal of Education on 16/08/2019, available online: https://www.tandfonline.com/doi/full/10.1080/0305764X.2019.1652247 The accepted version of the publication may differ from the final published version.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/