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' The power of the student voice. ' This phrase rolls easily off the tongue and excites educators with the expectation of new possibilities. ' Student voice ' sits neatly at the top of a whole range of recent initiatives designed to improve whole-school relationships, marking a radical departure from earlier, conventional patterns of school life. Better than this, it encompasses the social aspirations of self-esteem, sensitivity to others and a lack of prejudice that together make up the ' Social and Moral Responsibility ' strand of the new core subject of Citizenship. ' Student voice ' sounds like a wonderful idea and I would very much like for the idea to progress further. However, my sceptical side urges me to explore some deeper issues.
Why do I feel like this? In submitting this paper, it would be only too easy, as a teacher of English and a newly appointed Faculty Leader for PSHE/Citizenship, to wholeheartedly embrace the concept of 'student voice', without question. While I do profoundly support the idea, I also need to ask further questions about the underlying concept of power. Let me explain straight away that I do not share the fear of some educators that anarchy will be the result of students being allowed to have a public 'voice'. My own experience as a teacher has made me aware that students enjoy discussions and debates, even more so if they occur spontaneously as part of a lesson. Most young people are very quick to respond to an issue or a situation they perceive as being unfair, particularly if their own lives are affected. This is how is should be. But how many of us are prepared to take the 'power of student voice' further, so that it comes through loudly enough to make a significant improvement in school life? Let me explain.
The idea of ' student voice ' begins and ends with the whole school ethos. This is where the fulcrums and levers of change and progress should be working their hardest. It would be difficult to imagine any school doing its utmost to become fully inclusive, to encourage a sense of student ownership in lessons and examinations, to allow students to participate as much as possible and to recognise diversity where the so-called 'power' to bring about change has someone else's hands on the tiller.
I am not advocating for one moment that students have total control. However, ' power ' , as a concept, covers a lot of ground. Too much ' power ' won't work, and neither will too little. The latter will be seen as the tokenism it is. The point here is that the degree of ' power ' allowed will, in most cases, be decided by someone other than students, since norms in education have always needed to be ratified. And there is the rub. It is during ratification that we encounter barriers that will make or mar the improvements in school life we hope for. Will this really matter as long as students perceive they are being allowed to air their views in a way that was not possible before?
Actually, it matters a great deal if the whole point of ' student voice ' is not just to enhance speaking and listening skills. For years, students have lived in a mini-society of conformism. However, with the introduction of Citizenship, things are now suddenly opening up. Students are being asked to speak out on all sorts of issues, as schools struggle to become more democratic. It is my opinion that some educators might find this step too far-reaching.
Democracy doesn't always mean the same thing to everybody. While it has the power to make changes for the better, it usually comes with limits, as the goodwill or finance run out. This is what the power of 'student voice' is up against. If the 'voice' is listened to, as opposed to being merely heard, what sort of response will it get? What sort of actions might it precipitate? Many and varied, in my opinion. Perhaps even little or nothing. The real power of student voice depends heavily on the ethos of the school. If push comes to shove, and the 'student voice' we encourage is not to our liking, how long will it be before we resort to imposing limits. How long will we continue to encourage ' student voice ' in a situation where student criticisms of our practice and policies closely resemble home truths?
So much of the hoped for improvements will depend on many factors. Finance and goodwill have already been mentioned. However, it will be staff morale that will be a clear indicator of how far things will eventually go. Here, I don ' t wish to appear entirely negative. Many teachers feel, as I do, that school life needs to be brought into the 21st century. However, this idea has not yet been embraced by all. So just how will the 'student voice' work to bring about improvement?
To my mind, the only way it can work is for schools to truly accept the challenge of Citizenship. We are all on home ground as far as this is concerned. Marginalising this important area or paying it lip service, just for the sake of expediency, will not work. As I mentioned earlier, the whole question of ' student voice ' begins and ends with the school ethos. We need to grasp the nettle and take forward the opportunities being offered. We need to recognise that this new core subject allows schools to decide their own way forward and put participation at the heart of everything and everyone. To sum up, we need everyone on board. Let ' s just let's do it!
Mrs Jean Crane is currently a teacher of English and a Faculty Leader for PSHE/Citizenship at Djanogly City Academy, in Sherwood Rise, Nottinghamshire, England, United Kingdom. This is her fifth year of employment with Djanogly. This year she will be working more within the 14-19 curriculum, concentrating on Early Years and Citizenship and PSHE studies. Mrs Crane began her teaching career as a parent helper at her local primary school nine years ago, proceeded to a mature access course, and then undertook a two-year fast track degree, followed by a postgraduate qualification, before joining Djanogly in 2000. She was appointed as a Faculty Leader in April 2004, following two years as Citizenship Co-ordinator. The views in this paper are entirely personal. They have not been discussed with, nor do they reflect, the views of her colleagues.
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