Sound Presence and Power- Student Voice in Educational Resear
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Sound Presence and Power- Student Voice in Educational Resear
Bryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Resear006Sound, Presence, and Power: "Student Voice" in Educational Research and ReformAlison Cook-SatherBryn Aiiiur Cửllíge, acoữksat(ữbrynnuwr.eduLet US know how access to this document benefits you.Follow this and additional works at: http://repository.brynmawr.edu/edu_pubs& Part of the Education Commo Sound Presence and Power- Student Voice in Educational ResearnsCustom CitationCook-Sather. Alison. "Sound, Presence, and Power: Student Voice- in Educational Research and Reform.* C«iWưliự>i frquiry 36 (2006): 3Sound Presence and Power- Student Voice in Educational Resear
S9-390.This paper K ported at Scholar dtp. Reicanrh, and Oeative Work at Bryn Alawr College. bttp:.''/rcpo>jtixy.brynmawr.cdu/cdu_puÌH ■' 11For more iBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researational Research and ReformAlison Cook-SatherEvery way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last fifteen years, a way of thinking has re-emerged that strives to reposition school students in educational research a Sound Presence and Power- Student Voice in Educational Researnd reform.' Best documented in Australia. Canada. England, and the United Slates, this way of thinking is premised on the following convictions: thatSound Presence and Power- Student Voice in Educational Resear
young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses Bryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researof the challenges of analyzing this re-emergent way of thinking is that words and phrases such as "attention.” "response." and "actively shape" mean different things to different people. And yet a single term has emerged to signal a range of efforts that strive to redefine the role of students in ed Sound Presence and Power- Student Voice in Educational Researucational research and reform: "Student voice.”"Student voice" has accumulated what Hill (2003) describes as "a new vocabulary—a set of terms that areSound Presence and Power- Student Voice in Educational Resear
necessary to encode the meaning of our collective project.” These terms strive to name the values that underlie “student voice" as well as the approaBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Resears associated with student voice work raises questions, especially because it makes use of already common terms, albeit in new contexts and in new ways. These questions prompt US to re-examine the terms we think capture our commitments as well as those commitments themselves. Such a re-examination is Sound Presence and Power- Student Voice in Educational Resear critical, particularly in regard to terms we think we understand. Indeed, the word "term" itself is defined as a word or phrase referring to a clearSound Presence and Power- Student Voice in Educational Resear
and definite conception, and yet despite its increasing and emphatic use. none such clear and definite conception exists for "student voice."In an attBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researterm; I explore positive and"Student Voice" — p. ICurriculum Inquiry 36. 4 (Winter 2006), 359-390negative aspects of the term, some of which are identified in the research literature and some of which 1 offer from my own perspective; 1 identify two underlying premises of student voice work signaled Sound Presence and Power- Student Voice in Educational Researby two particular words—"rights" and “respect"—that surface repeatedly in publications on student voice efforts: and 1 focus on a word that also appeaSound Presence and Power- Student Voice in Educational Resear
rs regularly in the research literature but that refers to a wide range of practices: “listening." The first two subsections are intended Io oi ler anBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researssociations with the (erm. The subsequent sections, in which I lake a close l(K)k al three associated terms, are not intended to provide a complete lexicon associated with student voice work: rather, my aim is to illuminate some of the premises shared by researchers and practitioners concerned with Sound Presence and Power- Student Voice in Educational Researthis work as well as to highlight some of the different perspectives, commitments, and approaches of those whose work is aggregated under the term. TaSound Presence and Power- Student Voice in Educational Resear
ken together, the various parts of this discussion will. 1 hope, help us map where we have come from with "Student voice" work, where we currently finBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researearch and reform.Before I embark on this discussion. I want to emphasize that this paper is an exploration of the term “student voice" as it is evoked and applied in the educational research literature: it is not an exhaustive exploration of the practices associated with the term. Thus, while my dis Sound Presence and Power- Student Voice in Educational Researcussion raises questions about how altitudes toward and commitments to student voice work play out. it is beyond the scope of this paper to address alSound Presence and Power- Student Voice in Educational Resear
l those questions."1 Furthermore. I want to acknow ledge that I analyze the term “student voice" not only as an advocate of efforts to reposition studBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researefforts and the term currently used to describe them. I concur with Fielding's assertion that "there are no spaces, physical or metaphorical, where staff and students meet one another as equals, as genuine partners in the shared undertaking of making meaning of their work together" (Fielding. 2004a. Sound Presence and Power- Student Voice in Educational Resear p. 309). and thus that student voice efforts, ‘ however committed they may be. will not of themselves achieve their aspirations unless a series of coSound Presence and Power- Student Voice in Educational Resear
nditions are met that provide the organisational structures and cultures to make their desired intentions a living reality" (Fielding, 2004b. p. 202).Bryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researitudes and practices associated with student voice work must be seen as a work-in-progress, another step in an ongoing struggle to find meeting places for teachers and students and for researchers and students from which to effect cultural shifts that support a repositioning of students.The Emergenc Sound Presence and Power- Student Voice in Educational Researe of the Term “Student Voice” in Educational Research and ReformIn the early 1990s. a numtier of educators and social critics noted the exclusion of sSound Presence and Power- Student Voice in Educational Resear
tudent voices from conversations about learning, leaching, and schooling, called for a rethinking of this exclusion, and began to lake steps toward reBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Resear(1992, p. 5). and Weis and Fine invited "the voices of children and adolescents who have been expelled from the centers of their schools and the centers of our culture I to| speak" (1993. p. 2). In Canada. Fullan asked. "What would happen if we treated the student as someone whose opinion mattered?" Sound Presence and Power- Student Voice in Educational Resear (1991. p. 170). and Levin (1994) argued that the most promising reform strategies involved treating students as capable persons, capitalizing on theiSound Presence and Power- Student Voice in Educational Resear
r knowledge and interests, and involving them in determining goals and learning methods. Likewise, in the U.K-early champions of student voice work. sBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Resear in conversations about school improvement, even if "student voice has not been seen as a vote winner by governments" (Rudduck. Chaplain, and Wallace. 1996. p. 276) and other powerful, decision-making bodies. Writing in Australia. Danaher ( 1994) captured the call to listen to student voices succinc Sound Presence and Power- Student Voice in Educational Researtly: "Instead of treating school students as voices crying in the wilderness, we would be far better served if we asked the voices' owners what they tSound Presence and Power- Student Voice in Educational Resear
hink and listened actively to the answers" (quoted in Youens &. Hall. 2004). The terms we see gathering here—"opinion." "matter." "capable." "listen aBryn Mawr CollegeScholarship, Research, and Creative Work at Bryn MawrCollegeEducation Proeram Faculty Research and..,,Education ProcramScholarship°20 Sound Presence and Power- Student Voice in Educational Researe these terms do not admit of easy or straightforward definitions, they challenge dominant images of students as silent, passive recipients of what others define as education (Bullough & Gillin. 2001: Cook-Sather. 2003)."Student Voice" — p. 3Curriculum Inquiry 36. 4 (Winter 2006), 359-390 Sound Presence and Power- Student Voice in Educational ResearGọi ngay
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