The Role of Personal Standards in Second Graders’ Moral and Academic Engagement

Thorkildsen, Theresa A.

doi:10.1007/1-4020-3367-2_8

Cited by 2 publications

(3 citation statements)

References 30 publications

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“…Constructivist, critical, multicultural, and antiracist pedagogies emphasize the importance of listening, arguing that teachers can improve their practice by listening closely to what students have to say about their learning (Commeyras, 1995; Dahl; 1995; Duckworth, 1987; Heshusius; 1995; Johnston & Nicholls, 1995; Lincoln, 1995; Rodgers, 2006; Schultz, 2003), that listening to students and building teaching around themes that are relevant to and that emerge from students’ own lives can be transformative both personally and politically (Freire, 1990; McLaren, 1989; Shor, 1987, 1992), and that listening to students can counter discriminatory and exclusionary tendencies in education (Banks, 1996; hooks, 1994; Ladson‐Billings, 1994; Nieto, 2000). Such arguments suggest that school reform efforts focus on creating a listening culture and that educational research strive to redefine listening (Cook‐Sather, in press; Mitra, in press; Thorkildsen, in press).…”

Section: Positive and Negative Aspects Of “Student Voice”mentioning

confidence: 99%

“…As a central component of qualitative research, listening takes on a new meaning and form when researchers listen to students as informants (Cook‐Sather, in press). Researchers committed to listening to student voices must “change our understanding of what it means to listen” (Thorkildsen, in press; see also Dahl, 1995). Using established qualitative research methods, such as interviewing, in new ways “allows researchers to consider carefully what ‘listening to’ might mean” (Gallagher & Lortie, in press).…”

Section: Premises Underlying Student Voice Workmentioning

confidence: 99%

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Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

2006

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Every 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 reemerged that strives to reposition school students in educational research and reform.i Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education.ii As will become apparent as this discussion unfolds, one of the challenges of analyzing this reemergent 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 educational research and reform: "student voice.""Student voice" has accumulated what Hill (2003) describes as "a new vocabulary-a set of terms that are necessary to encode the meaning of our collective project." These terms strive to name the values that underlie "student voice" as well as the approaches signaled by the term.Like any attempt at such encoding, however, an effort to identify a new vocabulary that captures the attitudes and practices 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 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 clear and definite conception, and yet despite its increasing and emphatic use, none such clear and definite conception exists for "student voice."In an attempt both to clarify and to complicate current understandings of "student voice,"I organize this discussion as follows: I trace the emergence of the term; I explore positive and Curriculum Inquiry 36, 4 (Winter 2006), 359-390"Student Voice" -p. 2 negative aspects of the term, some of which are identified in the research literature and some of which I offer from my own perspective; I identify two underlying premises of student voice work signaled by two particular words-"rights" and "respect"-that surface repeatedly in publications on student voice efforts; and I focus on a word that also appears regularly in the research literature but that refers to a wide range of practices: "listening." The first two subsections are intended to offer an overview of how the term "student voice" came to enter our discourse and to bring together in a single discussion some of the positive and negative associations with the term. The subsequent sections, in which I take a close look at three associated terms, are not...

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Section: Positive and Negative Aspects Of “Student Voice”mentioning

confidence: 99%

Section: Premises Underlying Student Voice Workmentioning

confidence: 99%

Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

2006

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“…The student voice movement's recent resurgence however argues that greater civic engagement by students in school and community change efforts can help students develop into participatory and justice-oriented citizens (Westheimer and Kahne 2004) and see the value in becoming well educated (Feldman et al 2007;Rubin and Giarelli 2006;Syvertsen et al 2007). In addition, developing moral engagement in youth is seen as a way to emphasize ''questions of justice, ethical conduct, and reactions to interpersonal circumstances'' (Thorkildsen 2007a, p. 115;Thorkildsen 2007b).…”

Section: Studying the Relationships Between Youth Identity And Settingsmentioning

confidence: 99%

Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students

Yonezawa¹,

Jones²,

Joselowsky

2009

J Educ Change

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What keeps students interested and engaged in school? Unfortunately, in today's climate of increased rigor in classrooms, we are simultaneously losing sight of the need to provide students with an education that is both challenging and stimulating. In this paper, we discuss youth disengagement and offer suggestions to improve our overall knowledge of academic engagement issues. We discuss the historical concept of engagement, more specifically, its shift from a uni-dimensional to multidimensional concept, and suggest that research concentrate on better understanding the interplay among setting and identity when examining issues of youth engagement in schools. Fundamentally, we strongly assert that engagement research needs to adopt a more critical stance that provides students with opportunities to examine and to critique the educational system in which they participate (or sometimes refuse to participate). Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students' academics and lives improve.

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The Role of Personal Standards in Second Graders’ Moral and Academic Engagement

Cited by 2 publications

References 30 publications

Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students

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