What does this mean for schools?

Transforming a school community through the development of genuinely inclusive and democratic systems of school governance is a challenge. Making this move requires vision, skill, energy and commitment.  Asking questions guides the thinking and planning of each stage of the change process. It goes even further by introducing an ethical element. It challenges the assumptions on which the change is based and examines the costs and benefits for all members of the school community.  

Questions for schools to consider include:

• How do we start? How do we develop that “vision of the possible”? How do we overcome a culture of resistance?
• How do we go about listening to student voices, particularly the voices of those who are alienated and struggling?
• What alternative models will allow many student voices to be heard?
• How do we ensure students have a say in their own learning?
• What processes and structures will enable student participation in decision making and in the life of the school?
• How do we ensure that young children are acknowledged as competent contributors and included in decision-making?
• What formal and informal learning opportunities will develop the competency of individuals as leaders and effective participants?
• What power will students have to define an issue and how they will approach it?
• What is the impact of power on relationships between students and adults? How do we address the issue of power?
• How do adults respond to students’ enquiries about the reasons for certain expectations?
• How will we evaluate what impact student participation had on decision-making and school change?
• How will we celebrate our successes?

So, where do we start?

• Professional development of teachers around student voice and in philosophy / inquiry approaches
• Developing teachers research skills to undertake their own action research and assist students in their research
• Establishing whole school commitment to change and developing skills for change management
• Providing support for both students and teachers in their efforts to work together to improve outcomes
• Whole school team taking time to establish forums for student voice to find out the needs and interests of the students
• Students joining with teachers in discussions on school planning days, including for curriculum and assessment
• Students involved with and represented at teacher professional learning activities.

Links

Student Voice: a historical perspective and new directions
Paper No. 10, April 2007. Department of Education and Early Childhood Development, Melbourne.
This report summarises local and international literature on the concept of ‘student voice’ and explores the links between student voice and student learning and engagement. Includes some examples of schools that actively support student voice.