Abstract
This chapter explores the current emphasis on student voice in education and argues that attempts to democratically involve students in their education are largely tokenistic. It champions the need for such democratic involvement to encourage the transformational learning necessary to meet the guiding principles of Education for Sustainable Development (ESD), in particular a healthy and just society. Engaging students in transformational learning can challenge the assumptions which hinder progress in addressing the globalized ‘three-fold crisis—the crisis of resources, the ecological crisis, and the social crisis’ (Schumacher 1997, p.21) we face. We are stuck in a way of thinking that is unsustainable and unless old ways of thinking about education are transformed, the three-fold crisis at the heart of ESD cannot be confronted.
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