Abstract
In this article we suggest that the current popularity of student voice can lead to surface complianceâto a quick response that focuses on âhow to do itâ rather than a reflective review of âwhy we might want to do itâ. We look at the links between student consultation and participation and the legacy of the progressive democratic tradition in our schools and we look also at the difference between teaching about democracy as an investment for the future and enacting democratic principles in the daily life of the school (a commitment to the present). The tension between institutional gains (the school improvement perspective) and personal gains (confidence, a view point and the shaping of identity) is discussed and three of the âbig issuesâ are identified that underlie the credible development of student voice: power relations between teachers and students, the commitment to authenticity, and the principle of inclusiveness. Finally we reflect on some of the organizational implications of developing student voice: finding time and building a wholeâschool culture in which student voice has a place.
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