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- Vol 6 PE: App E
- Vol 6 RE: Chapters 1, 9, 14
student voicestudent agencystudent participationrecognised presenceeducational powerstudent knowledgereciprocal partnershiptokenismJournal article Evidence summaryAt a glance
Cook-Sather examines “student voice” as a family of approaches that reposition young people within educational research and reform.
Key ideas
The term rests on the claims that students possess distinctive knowledge about learning and schooling, that adults should respond to their perspectives, and that students should have opportunities to shape education. The article distinguishes voice as sound from voice as recognised presence and influence, showing why merely collecting opinions can leave existing power relations unchanged. It traces two important rationales—rights and respect—and analyses the varied meanings of listening, from hearing students to acting with them. Student voice is therefore neither a single method nor automatically democratic; its value depends on who may speak, who is heard, how contributions are interpreted, and whether participation changes decisions.
Why it matters
The analysis invites educators and researchers to design reciprocal structures that treat students as knowledgeable partners while critically examining tokenism, representation, authority, and responsibility.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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