Abstract
This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students.
Highlights
The concept of ‘inclusive education’, though continually evolving, has increasingly been seen as concerning the provision of education for all children (Ainscow and Kaplan, 2005; Slee 2001)
The term ‘students’ voices’ encompasses a range of meanings, from expression of views either verbally or non-verbally, to active participation in decision-making. This spectrum has been well illustrated by way of a ladder (Hart 1992) or a pathway (Shier 2001), both of which indicate that there are greater and lesser ways in which children and young people can express their views and participate
The secondary school that is used as an illustration in this paper was an active partner in a three year (2011 -2014) European Union project
Summary
The concept of ‘inclusive education’, though continually evolving, has increasingly been seen as concerning the provision of education for all children (Ainscow and Kaplan, 2005; Slee 2001). The notion of engaging with students’ voices, becomes intertwined with inclusive education It is from this position that this paper - and the project it describes - emanate. The term ‘students’ voices’ (or student voice as it is most widely used) encompasses a range of meanings, from expression of views either verbally or non-verbally, to active participation in decision-making. This spectrum has been well illustrated by way of a ladder (Hart 1992) or a pathway (Shier 2001), both of which indicate that there are greater and lesser ways in which children and young people can express their views and participate.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
