Student Voice

Armstrong, D., Armstrong, A.C. & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. https://www.researchgate.net/publication/265051354_Inclusion_By_choice_or_by_chance 

Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140. https://www.tandfonline.com/doi/full/10.1080/14681366.2015.1087044 

Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Studies in Philosophy and Education 38(6), 657-668. https://link.springer.com/article/10.1007/s11217-019-09675-y 

Bourke, R., & Loveridge, J. (2014). Exposing the divide between assessment and the point of learning through student voice. New Zealand Journal of Educational Studies, 49(2), 149-161. https://www.researchgate.net/publication/302558459_Exposing_the_divide_between_assessment_and_the_point_of_learning_through_student_voice 

Bourke, R., & MacDonald, J. (2016). Creating a space for student voice in an educational evaluation. International Journal of Research & Method in Education, 41(2), 156-168. https://www.tandfonline.com/doi/full/10.1080/1743727X.2016.1256983 

Bourke, R., & Mentis, M. (2011). Self-assessment as a process for inclusion. International Journal of Inclusive Education, 17(8), 854-867. https://www.tandfonline.com/doi/full/10.1080/13603116.2011.602288 

Bourke, R., O’Neill, J., & Loveridge, J. (2018). Children’s conceptions of informal and everyday learning. Oxford Review of Education, 44(6), 771-786. https://www.tandfonline.com/doi/full/10.1080/03054985.2018.1450238 

Bourke, R., O’Neill, J., & Loveridge, J. (2018). The impact of children’s everyday learning on reaching and learning in classrooms and across schools. Teaching and Learning Research Initiative, New Zealand Council for Educational Research, 1-24. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiRvfXnhZ_vAhWPdN8KHVEcBiIQFjABegQIBBAD&url=http%3A%2F%2Fwww.tlri.org.nz%2Fsites%2Fdefault%2Ffiles%2Fprojects%2FTLRI%2520Final%2520Summary%2520Report_Bourke%2520ONeill%2520Loveridge.pdf&usg=AOvVaw1IZ8QSYF_mOa7oIpQ03Jp3 

Bourke, R., O’Neill, J., & Loveridge, J. (2018). What starts to happen to assessment when teachers learn about their children’s informal learning? Australian Educational Researcher, 45(1), 33-50. https://link.springer.com/article/10.1007/s13384-018-0259-x 

Bradley, M. (2015). We fought for fairness and won. Teacher College Record, 117(13), 59-66. https://journals.sagepub.com/doi/abs/10.1177/016146811511701313 

Brion-Meisels, G. (2015). Centering students in school-based support processes: Critical inquiries and shifting perspectives. Teachers College Record, 117(13), 67.82. http://www.tcrecord.org.proxy1.lib.uwo.ca/library/content.asp?contentid=18273 

Carlile, A. (2012). ‘Critical bureaucracy’ in action: Embedding student voice into school governance. Pedagogy, Culture & Society, 20(3), 393–412. https://doi.org/10.1080/14681366.2012.712053 

Clandfield, D., Curtis, B., Galabuzi, G., Gaymes san Vincente, A., Livingstone, D. W., & Smaller, H. (2014). Restacking the deck: Streaming by race, class, and gender in Ontario schools. Canadian Center for Policy Initiatives, 23(2). https://policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2014/02/osos114_cover_TOC_Intro.pdf 

Conner, J., Ebby-Rosin, R., & Brown, A.S. (2015). Introduction to student voice in American education policy. Teacher College Record, 117(13), 1-18. https://journals.sagepub.com/doi/10.1177/016146811511701308 

Conner, J., Zaino, K., & Scarola, E. (2013). “Very powerful voices”: The influence of youth organizing on educational policy in Philadelphia. Educational Policy, 27(3), 560-588. https://www.researchgate.net/publication/258136110_Very_Powerful_Voices 

Cummings Mansfield, K. C. (2014). How Listening to student voices informs and strengthens social justice research and practice. Educational Administration Quarterly, 50(3), 392. https://www.researchgate.net/publication/268213072_How_Listening_to_Student_Voices_Informs_and_Strengthens_Social_Justice_Research_and_Practice 

De Lissovoy, N. (2010). Rethinking education and emancipation: Being, teaching, and power. Harvard Educational Review, 80(2), 203-221. https://www.harvardeducationalreview.org/content/80/2/203 

Doddington, C., Flutter, J., & Rudduck, J. (1999). Exploring and explaining ‘dips’ in motivation and performance in primary and secondary schooling. Research in Education, (61), 29. https://journals.sagepub.com/doi/abs/10.7227/RIE.61.4?journalCode=riea 

Down, B., Smyth, J., & Robinson, J. (2019). Problematising vocational education and training in schools: using student narratives to interrupt neoliberal ideology. Critical Studies in Education, 60(4), 443-461. http://dx.doi.org/10.1080/17508487.2017.1289474 

Fielding, M. (1999). Target setting, policy pathology and student perspectives: Learning to labour in new times. Cambridge Journal of Education, 29(2), 277-287. https://www.researchgate.net/publication/248999193_Target_Setting_Policy_Pathology_and_Student_Perspectives_learning_to_labour_in_new_times 

Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://www.jstor.org/stable/1502226 

Fielding, M. (2007). Jean Rudduck (1937-2007) ‘Carving a new order of experience’: A preliminary appreciation of the work of Jean Rudduck in the field of student voice. Educational Action Research, 15(3), 323-336. https://www.tandfonline.com/doi/full/10.1080/09650790701514234 

Fielding, M. (2009). Public space and educational leadership: Reclaiming and renewing our radical traditions. Educational Management Administration & Leadership, 37(4), 497-521. https://journals.sagepub.com/doi/10.1177/1741143209334950 

Fielding, M., & Bragg, S. (2003). Students as researchers: Making a difference. Pearson Publishing, 1-77. https://www.researchgate.net/publication/42794860_Student_as_Researchers_Making_a_Difference 

Flutter, J. (2006). ‘This place could help you learn’: Student participation in creating better school environments. Educational Review, 58(2), 183-193. https://www.tandfonline.com/doi/full/10.1080/00131910600584116 

Freeman, R. (2016). Is student voice necessarily empowering? Problematising student voice as a form of higher education governance. Higher Education Research and Development 35(4), 859-862. https://www.tandfonline.com/doi/full/10.1080/07294360.2016.1172764 

Gustavo Pérez Carreón, Drake, C., & Angela, C. B. (2005). The importance of presence: Immigrant parents’ school engagement experiences. American Educational Research Journal, 42(3), 465-498. https://www.jstor.org/stable/3700460 

Howard, T. C. (2001). Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. Urban Review, 33(2), 131-49. https://www.researchgate.net/publication/227135616_Telling_Their_Side_of_the_Story_African-American_Students%27_Perceptions_of_Culturally_Relevant_Teaching 

Johnston, O., Wildy, H., & Shand, J. (2021). Projecting student voice by constructing grounded theory. Australian Educational Researcher, 48(3), 543-564. https://www.researchgate.net/publication/346128177_Projecting_student_voice_by_constructing_grounded_theory 

Kinkead-Clark, Z., Burns, S., & Abdul-Majied, S. (2019). Actualizing children’s rights through early childhood care and education: A focus on the Caribbean. Journal of Early Childhood Research, 18(1), 58-72. https://www.researchgate.net/publication/336110535_Actualizing_children%27s_rights_through_early_childhood_care_and_education_A_focus_on_the_Caribbean 

Lalas, J., & Valle, E. (2007). Social justice lenses and authentic student voices: Enhancing leadership for educational justice. Educational Leadership and Administration, 19, 75-102,149. https://www.researchgate.net/publication/234765286_Social_Justice_Lenses_and_Authentic_Student_Voices_Enhancing_Leadership_for_Educational_Justice 

Lewis, J., Portelli, J. P., & Solomon, R. P. (2003). A skewed view of liberal education in Canada [The erosion of democracy in education: From critique to possibilities]. CAUT Bulletin, 50(10). https://www.caut.ca/fr/bulletin/a-skewed-view-of-liberal-education-in-canada/ 

Lumby, J. (2012). Disengaged and disaffected young people: Surviving the system. British Educational Research Journal, 38(2), 261. https://www.jstor.org/stable/23211469 

Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. https://www.jstor.org/stable/30032800 

Lundy, L., & McEvoy, L. (2012). Children’s rights and research processes: Assisting children to (in)formed views. Childhood, 19(1), 129. https://journals.sagepub.com/doi/10.1177/0907568211409078 

Lyons, L., Marc, B., & Baron, C. (2020). Measuring mechanisms of student voice: Development and validation of student leadership capacity building scales. AERA Open, 6(1). http://dx.doi.org/10.1177/2332858420902066 

Milner, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48(4), 529-548. https://www.tandfonline.com/doi/full/10.1080/10665684.2015.1085798 

Mitra, D. L. (2008). Ampifying student voice. Educational Leadership, 66(3). https://www.taylorfrancis.com/books/mono/10.4324/9781003601074/amplifying-student-voice-carl-lyon 

Mitra, D. L. (2009). Collaborating with students: Building youth-adult partnerships in schools. American Journal of Education, 115(3), 407-436. https://www.jstor.org/stable/10.1086/597488 

Mitra, D. L. (2015). Conclusion: The intersection of student voice and policy research. Teachers College Record, 117(13), 237-250. https://journals.sagepub.com/doi/abs/10.1177/016146811511701304?download=true 

Mitra, D. L. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Administration, 56(5), 473-487. https://www.emerald.com/jea/article-abstract/56/5/473/202450/Student-voice-in-secondary-schools-the-possibility?redirectedFrom=fulltext 

Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes: EMAL. Educational Management Administration & Leadership, 37(4), 522-543. https://www-lib-uwo-ca.proxy1.lib.uwo.ca/cgi-bin/ezpauthn.cgi?url=http://search.proquest.com.proxy1.lib.uwo.ca/scholarly-journals/increasing-student-voice-high-school-reform/docview/211449769/se-2?accountid=15115 

Mitra D. L., & McCormick, P. (2017). Ethical dilemmas of youth participatory action research in a democratic setting. International Journal of Inclusive Education, 21(3,) 248-258. https://www.tandfonline.com/doi/full/10.1080/13603116.2016.1260835?scroll=top&needAccess=true 

Mitra, D. L., Lewis, T., & Sanders, F. (2013). Architects, captains, and dreamers: Creating advisor roles that foster youth-adult partnerships. Journal of Educational Change, 14(2), 177-201. https://link.springer.com/article/10.1007/s10833-012-9201-6 

Mitra, D. L., Serriere, S., & Stoicovy, D. (2012). The role of leaders in enabling student voice. Management in Education, 26(3), 104-112. https://journals.sagepub.com/doi/abs/10.1177/0892020612445678  

Morgan, B. (2011). Consulting pupils about classroom teaching and learning: Policy, practice and response in one school. Research Papers in Education – Policy and Practice, 26(4), 445-467. https://www.researchgate.net/publication/232927245_Consulting_pupils_about_classroom_teaching_and_learning_Policy_practice_and_response_in_one_school 

Nelson, E. (2017). Re-thinking power in student voice as games of truth: Dealing/playing your hand. Pedagogy, Culture and Society, 25(2), 181-194. https://www.researchgate.net/publication/308737013_Re-thinking_power_in_student_voice_as_games_of_truth_dealingplaying_your_hand 

Noyes, A. (2005). Pupil voice: Purpose, power and the possibilities for democratic schooling. British Educational Research Journal 31(4), 533-540. https://www.jstor.org/stable/30032582 

Portelli, J. P., & Koneeny, P. (2018). Discussion paper: Inclusive education: Beyond popular discourses. International Journal of Emotional Education 10(1),133-144. https://www.proquest.com/docview/2039809236?pq-origsite=summon&forcedol=true&sourcetype=Scholarly%20Journals 

Power, F. C., & Scott, S. E. (2014). Democratic citizenship: Responsible life in a free society. SAGE Publications. https://journals.sagepub.com/doi/abs/10.1177/0143034313515985 

Robinson, C., & Taylor, C. (2013). Student voice as a contested practice: Power and participation in two student voice projects. Improving Schools 16(1) 32-46. https://journals.sagepub.com/doi/10.1177/1365480212469713 

Robinson, J., & Smyth, J. (2016). ‘Sent out’ and stepping back in: Stories from young people ‘placed at risk’. Ethnography and Education, 11(2), 222-236. http://dx.doi.org/10.1080/17457823.2015.1040430 

Rudduck, J., & Demetriou, H. (2003). Student perspectives and teacher practices: The transformative potential. McGill Journal of Education, 38(2), 274-288. https://mje.mcgill.ca/article/view/8685 

Rudduck, J., & Flutter, J. (2000). Pupil participation and pupil perspective: ‘Carving a new order of experience’. Cambridge Journal of Education 30(1), 75-89. https://www.researchgate.net/publication/248999208_Pupil_Participation_and_Pupil_Perspective_%27carving_a_new_order_of_experience%27 

Rudduck, J., &, Fielding, M. (2006). Student voice and the perils of popularity. Educational Review 58(2), 219-231. https://www.tandfonline.com/doi/full/10.1080/00131910600584207 

Scheu, J., Blake, K., Pai, N., & Wong-Kam, J. (1995). Looking in and out: Rethinking classroom dynamics — Who owns learning? Teachers and Students in Classrooms: Organizing for Effective Language Arts, 72(6), 1-3. https://www.jstor.org/stable/41482223 

Shah, M., & Pabel, A. (2019). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, 12(2), 194-209. https://www.emerald.com/jarhe/article-abstract/12/2/194/206577/Making-the-student-voice-count-using-qualitative?redirectedFrom=fulltext 

Skerritt, C., O’Hara, J., Brown, M., McNamara, G., & O’Brien, Shivaun. (2022). Student voice and the school hierarchy: The disconnect between senior leaders and teachers. Oxford Review of Education, 48(5), 606-621. https://www.tandfonline.com/doi/full/10.1080/03054985.2021.2003189 

Smyth, J. (2006). Educational leadership that fosters ‘student voice’. International Journal of Education, 9(4), 279-284. https://www.tandfonline.com/doi/full/10.1080/13603120600894216 

Smyth, J., & McInerney, P. (2012). Sculpting a ‘social space’ for re-engaging disengaged ‘disadvantaged’ young people with learning. Journal of Educational Administration and History, 44(3), 187. https://www.tandfonline.com/doi/full/10.1080/00220620.2012.683390 

Smyth, J., McInernery, P., & Hattam, R. (2003). Tackling school leaving at its source: A case of reform in the middle years of schooling. British Journal of Sociology of Education, 24(2), 177-193. http://dx.doi.org/10.1080/01425690301901 

Smyth, J., McInerney, P., & Fish, T. (2013). Blurring the boundaries: From relational learning towards a critical pedagogy of engagement for disengaged disadvantaged young people. Pedagogy, Culture & Society, 21(2), 299. https://www.tandfonline.com/doi/full/10.1080/14681366.2012.759136?scroll=top&needAccess=true 

Sussman, A. (2015). The student voice collaborative. Teachers College Record, 117(13), 119-134. http://www.tcrecord.org.proxy1.lib.uwo.ca/library/content.asp?contentid=18279 

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