Voices on “voice”
A juxtaposition of teachers’ and students’ perspectives on the possibilities and challenges of student voice in teaching and learning
Bibliographic Data
| ID | 21485062 |
|---|---|
| Authors | Lucy Fernandez (Nanyang Technological University, corresponding author), Mary Anne Heng (0000-0003-0890-2159, Nanyang Technological University), Christine Lee Kim Eng (Nanyang Technological University) |
| Year | 2022 |
| Volume | 42 |
| Issue | 3 |
| Pages | 542-555 |
| Publication date | 2022-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2022.2037512 |
| OpenAlex | W4213189908 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
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
Active listening · Audio equipment · Linguistics · Mathematics education · Pedagogy · Performative utterance · Situated · Sociology · Student engagement · Teaching method · Transformative learning · Collaborative Teaching and Inclusion · Communication · Computer Science · Higher Education Practises and Engagement · Inclusion and Disability in Education and Sport · Psychology
The New Meaning of Educational Change
Research Methods in Education
Moderating Focus Groups
Consulting Pupils
Teachers’ Beliefs and Educational Research
The Discovery of Grounded Theory
Education for transformation
Whose voice? An exploration of the current policy interest in pupil involvement in school decision‐making
Pisa and high-performing education systems
Negotiating what counts as English language teaching
Transformative approaches to student voice
The “Grammar” of Schooling
Sound, Presence, and Power
Redefining Qualitative Methods
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |