Bragg, Sara and Manchester, Helen
(2012).
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Abstract
Whilst its precise definition varies, the concept of ‘student voice’ is endorsed and elaborated across a very broad spectrum of contemporary educational thinking, policymaking and provision. But if the popularity and near-ubiquity of voice now confound attempts to designate it as inherently emancipatory, a covert strategy of neoliberalism, or any other single ‘thing’, they also require careful, situated interpretation. The paper draws on research into how one organization – the flagship English ‘creative learning’ programme Creative Partnerships - attempted to ‘put young people at the heart’ of its work. It argues that voice should be understood as enacted within and through specific sites and practices, and in terms of the subjectivities and narratives it offers to teachers, students, artists and others involved. The contexts and embodied social positions through which students experience and negotiate voicing processes can, however, generate ambivalent effects and reconfigure power relations in schools in unexpected ways.
| Item Type: | Journal Article |
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| Copyright Holders: | 2012 Unknown |
| ISSN: | 0104-5962 |
| Extra Information: | Special Issue on ‘The Potential of the Student Voice for
Change and Improvement in Education’ |
| Keywords: | student voice; schools; creativity; learning; neoliberalism; participation; collaboration |
| Academic Unit/Department: | Education and Language Studies > Childhood, Development and Learning |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: | |
| Item ID: | 31331 |
| Depositing User: | Sara Bragg |
| Date Deposited: | 24 Jan 2012 16:03 |
| Last Modified: | 23 Oct 2012 19:02 |
| URI: | http://oro.open.ac.uk/id/eprint/31331 |
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