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|Title:||'Student voice in learning: instrumentalism and tokenism or opportunity for altering the status and positioning of students?'||Contributor(s):||Charteris, Jennifer (author) ; Smardon, Dianne (author)||Early Online Version:||2018-06-27||Open Access:||Yes||DOI:||10.1080/14681366.2018.1489887||Handle Link:||https://hdl.handle.net/1959.11/26305||Abstract:||Student voice literature has been well mapped with a range of participatory frameworks and typologies over the last three decades. These acknowledge neoliberal uses of voice that reflect a pervasive marketised approach to education, where young people are consumers, teachers surveilled, and leaders are wedged between government and community accountability. We draw upon typologies from the field to investigate Principals’ conceptions of student voice in Aotearoa/New Zealand schools. Practitioner awareness of the instrumentalism of particular voice strategies and associated critiques of their application provides alignment with a conception of education as a mode of making explicit social and political practice. The article highlights tensions where systemic improvement is prioritised over student agency and the right of young people to democratic participation in their schooling.||Publication Type:||Journal Article||Source of Publication:||Pedagogy, Culture and Society, p. 1-19||Publisher:||Routledge||Place of Publication:||United Kingdom||ISSN:||1468-1366
|Field of Research (FOR):||130202 Curriculum and Pedagogy Theory and Development||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal|
|Appears in Collections:||Journal Article|
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