V: ‘Youth’ and citizenship

Wyn, Johanna

doi:10.1080/17508487.1995.9558582

Cited by 6 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, another positive aspect of student voice work is that it acknowledges and argues for students’ rights as active participants—as citizens—in school and beyond it. As Rudduck (in press) explains, it was this concern about students’ rights that “sparked a new student voice movement.” Both Rudduck and Thomson (in press) argue that the rights of students to have a voice is connected to citizenship education, and citing Wyn (1995), Thomson argues that young people are in fact already citizens “whose rights to participate in decisions that affect them are daily violated in schools.” Likewise, Pollard, Thiessen, and Filer (1997), in prefacing their edited collection of chapters focused on student voice work in Canada, the United Kingdom, and the United States, claim that “children are citizens who arguably have as much right to consideration as any other individual” (p. 2).…”

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

confidence: 99%

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

2006

View full text Add to dashboard Cite

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...

show abstract

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

confidence: 99%

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

2006

View full text Add to dashboard Cite

show abstract

“…Interwoven with the themes of connection and connectivity presented above, is the theme of choice. Choice is meaningful only when interrogated within the parameters of social relations (within which social agents define the issues they are faced with) and material conditions (the resources at their disposal to address issues) (Brint, 2017 ; Wyn et al, 2014 ). Specifically, choice in the context of home‐based learning captures the availability of viable options to overcome the barriers students encountered in their learning and in nurturing their connection with the broader community.…”

Section: Resultsmentioning

confidence: 99%

Connection, connectivity and choice: Learning during COVID‐19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

Plage

Cook

Povey

et al. 2022

Aust J Social Issues

View full text Add to dashboard Cite

The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system‐wide disruptions to school routines and face‐to‐face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home‐based learning. Findings indicate a need for strengthening student‐centred policy and practices aimed at leveraging the affordances of information technology, balancing self‐directed and structured learning and providing holistic support to enable meaningful student choice.

show abstract

Making It Real: Engaging Students in Active Citizenship Projects

Thomson¹

International Handbook of Student Experience in Elementary and Secondary School

View full text Add to dashboard Cite

V: ‘Youth’ and citizenship

Cited by 6 publications

References 10 publications

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

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

Connection, connectivity and choice: Learning during COVID‐19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

Making It Real: Engaging Students in Active Citizenship Projects

Contact Info

Product

Resources

About