2.50
Hdl Handle:
http://hdl.handle.net/2436/621073
Title:
Student Voice: Time for a conversation
Authors:
Hall, Valerie ( 0000-0002-3287-2044 )
Abstract:
Student Voice: “The greatest compliment that was ever paid me was when one asked me what I thought, and attended to my answer.” (Thoreau, 1863, p.1) The work of Henry Thoreau encourages us to reflect on the ways in which we conduct ourselves, and to consider our interactions and the concerns we have for our fellow beings. For Thoreau, to have someone truly listen to what he had to say was of enormous value; it was not simply ritual or extended politeness. So, when our learners are asked what they think, how well do we, and our institutions, attend to their answer(s)? There has been much in the way of policy and rhetoric, and at foundation level, an honest intent to have constructive dialogue with learners in order to “shape services” (Forrest et al., 2007; Walker and Logan, 2008). However, there remain concerns about the value and worth assigned to the outcomes of such discussion and the extent to which there are opportunities for meaningful involvement and engagement for students with their educational communities (Frost and Rogers, 2006; Rudduck and Fielding, 2006; Fielding, 2007; DeFur and Korinek, 2010; Mitra, Frick and Crawford, 2011; Robinson, 2014). Before reflecting on this further, it is useful to establish the literature and policy that has informed how student voice is positioned, and to consider what the implications – or possibilities – might be if we involved our learners in discussions regarding their interpretations of student voice, and the ways in which this might be developed (Hall, 2015, 2017).
Publisher:
Chartered College of Teaching
Journal:
Chartered College of Teaching
Issue Date:
Jan-2018
URI:
http://hdl.handle.net/2436/621073
Additional Links:
https://chartered.college/student-voice-time-conversation
Type:
Article
Language:
en
ISSN:
Not applicable
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorHall, Valerieen
dc.date.accessioned2018-02-05T15:14:13Z-
dc.date.available2018-02-05T15:14:13Z-
dc.date.issued2018-01-
dc.identifier.issnNot applicableen
dc.identifier.urihttp://hdl.handle.net/2436/621073-
dc.description.abstractStudent Voice: “The greatest compliment that was ever paid me was when one asked me what I thought, and attended to my answer.” (Thoreau, 1863, p.1) The work of Henry Thoreau encourages us to reflect on the ways in which we conduct ourselves, and to consider our interactions and the concerns we have for our fellow beings. For Thoreau, to have someone truly listen to what he had to say was of enormous value; it was not simply ritual or extended politeness. So, when our learners are asked what they think, how well do we, and our institutions, attend to their answer(s)? There has been much in the way of policy and rhetoric, and at foundation level, an honest intent to have constructive dialogue with learners in order to “shape services” (Forrest et al., 2007; Walker and Logan, 2008). However, there remain concerns about the value and worth assigned to the outcomes of such discussion and the extent to which there are opportunities for meaningful involvement and engagement for students with their educational communities (Frost and Rogers, 2006; Rudduck and Fielding, 2006; Fielding, 2007; DeFur and Korinek, 2010; Mitra, Frick and Crawford, 2011; Robinson, 2014). Before reflecting on this further, it is useful to establish the literature and policy that has informed how student voice is positioned, and to consider what the implications – or possibilities – might be if we involved our learners in discussions regarding their interpretations of student voice, and the ways in which this might be developed (Hall, 2015, 2017).en
dc.language.isoenen
dc.publisherChartered College of Teachingen
dc.relation.urlhttps://chartered.college/student-voice-time-conversationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectStudent voiceen
dc.subjectlearner involvementen
dc.subjectprimaryen
dc.subjectsecondaryen
dc.subjectpost-compulsory educationen
dc.subjectcollaborative dialogueen
dc.titleStudent Voice: Time for a conversationen
dc.typeArticleen
dc.identifier.journalChartered College of Teachingen
dc.date.accepted2017-12-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW050218VHen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-04-04en
This item is licensed under a Creative Commons License
Creative Commons
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.