Beyond the official language of learning: Teachers engaging with student voice research

Abstract

In student voice research, an enduring issue has been how teachers and policy makers act on the views of young people, and how potentially problematic issues that children raise are resolved. This qualitative study within seven New Zealand schools involved teachers reflecting and commenting on previous ‘student voice’ research on learning. The teachers’ initial responses were to use their own frames of curriculum reference to interpret the student views. Teachers used pedagogical and curriculum developments at their own schools to interpret the students’ views, and this may become an unintended barrier to hearing and understanding the student voice (Bourke and Loveridge 2016).