Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26305
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorSmardon, Dianneen
dc.date.accessioned2019-02-11T05:35:14Z-
dc.date.available2019-02-11T05:35:14Z-
dc.identifier.citationPedagogy, Culture and Society, p. 1-19en
dc.identifier.issn1468-1366en
dc.identifier.issn1747-5104en
dc.identifier.urihttps://hdl.handle.net/1959.11/26305-
dc.description.abstractStudent 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofPedagogy, Culture and Societyen
dc.title'Student voice in learning: instrumentalism and tokenism or opportunity for altering the status and positioning of students?'en
dc.typeJournal Articleen
dc.identifier.doi10.1080/14681366.2018.1489887en
dcterms.accessRightsUNE Greenen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameJenniferen
local.contributor.firstnameDianneen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-chute-20180706-071633en
local.publisher.placeUnited Kingdomen
local.format.startpage1en
local.format.endpage19en
local.peerreviewedYesen
local.title.subtitleinstrumentalism and tokenism or opportunity for altering the status and positioning of students?'en
local.access.fulltextYesen
local.contributor.lastnameCharterisen
local.contributor.lastnameSmardonen
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:-chute-20180706-071633en
local.identifier.unepublicationidune:-chute-20180706-071633en
local.date.onlineversion2018-06-27-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitle'Student voice in learningen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCharteris, Jenniferen
local.search.authorSmardon, Dianneen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/0a2a2312-336d-4645-8636-81debe553d73en
Appears in Collections:Journal Article
School of Education
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