Voices on "voice": A juxtaposition of teachers' and students' perspectives on the possibilities and challenges of student voice in teaching and learning

How student voice is viewed is complex. Increasingly, effort has been made to include student voice in teaching and learning, with student voice positioned in different ways, from the instrumental to the transformative. The success and sustainability of student voice efforts require a more critical...

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Bibliographic Details
Published in:Asia Pacific journal of education 2022-07, Vol.42 (3), p.542-555
Main Authors: Fernandez, Lucy, Heng, Mary Anne, Kim Eng, Christine Lee
Format: Article
Language:English
Subjects:
Bias
classroom curriculum
Curriculum Development
English (Second Language)
Expectation
Foreign Countries
Inclusion
Learning
Maturity (Individuals)
Participative Decision Making
perspectives
Second Language Instruction
Secondary School Students
Student Attitudes
Student Participation
student voice
Students
Teacher Attitudes
Teacher Student Relationship
Teaching
teaching and learning
Trust (Psychology)
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Summary:How student voice is viewed is complex. Increasingly, effort has been made to include student voice in teaching and learning, with student voice positioned in different ways, from the instrumental to the transformative. The success and sustainability of student voice efforts require a more critical understanding of the participatory efforts of both teachers and students, as well as the interplay between teachers' and students' voices. Using a case-study approach, within an interpretive paradigm, this study explores teachers' and students' discourses on student voice at the beginning of a larger study situated within five English Language classrooms in Singapore. The findings highlight the discursive framings of both teachers and students and foreground spaces of convergence and divergence. Both teachers and students share similar views on the possibilities and promises of student voice in teaching and learning, which centred largely around pedagogic and performative reasons. The data also revealed a shared sense of vulnerability and fear, surfacing real, yet tacit and lesser known boundaries and issues which both teachers and students see as affecting student voice efforts. The findings suggest that student voice work needs to be situated in an environment of trust and authentic listening to harness its potential.
ISSN:0218-8791
1742-6855
DOI:10.1080/02188791.2022.2037512