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Student Voice and Teacher Professional Development pp 25–43Cite as

Student Voice in Schools

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Abstract

The central aim of this chapter will be to look at how the principal stakeholders in schools—the pupils themselves—can develop partnerships with teachers and become involved in decision-making processes which in turn entertains debates concerning relationships between pupils and teachers themselves. The aspect of student voice considered to be most relevant here therefore concerns the notion of trust between pupils and teachers. However, there needs to be acknowledgement of the political dimensions, such as school leadership and school policy, which underpin and determine how student voice activity may manifest itself in schools. The relationship between pupils and teachers—and the degrees of trust and empathy which exists between them—is of fundamental importance and interest because the tapestry of this book relates directly to a process of role reversal which involved pupils taking a lead in teacher professional development (TPD) activity.

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Notes

  1. 1.

    From an international perspective, the main difference here would seem to be that unlike England other European countries such as Denmark, Ireland, the Netherlands and Germany have legislative frameworks which by law require pupil participation as to how their schools are run (Davies and Kirkpatrick 2000; Deuchar 2009).

  2. 2.

    It is worth considering perspectives from the USA here. Traditionally, the United States is perceived to champion the principles of democracy and citizenship although evidence of the opportunity for young people to participate in civic engagement or leadership activities appears to be constricted and limited (Mitra et al. 2012).

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    David Morris

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Morris, D. (2019). Student Voice in Schools. In: Student Voice and Teacher Professional Development. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-23467-6_2

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  • DOI: https://doi.org/10.1007/978-3-030-23467-6_2

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