Enabling parity of participation by listening to ‘pupil voice’

Abstract

This chapter argues that the extent to which children in British primary schools are invited to question and speak out about their own developing knowledge and experiences is of crucial importance for the wellbeing of democracy and social justice in our wider society. It aims to interrogate the reasons for listening to and acting on ‘children’s voices’ as a central part of our work as teachers within the framework of democratic schooling. The chapter explores how as teachers, we can do the job of eliciting children’s voices sensitively; and taking these voices very seriously. Engaging proactively with pupil voice embodies a democratic way of thinking and being. The practice of listening to children’s voices itself constitutes a socially just orientation to education. This is further enhanced when children’s voices are listened to, in order to explore parity of participation.