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Student Voice Developments
Barry Gransden
16th October 2012
RECENT CONTEXTS
Changing view of childhood
UN Convention on Rights of the Child 1989
School Improvement agenda
OfSTED Inspection framework
Citizenship and Healthy Schools initiative
Consumerism
Public Service reform
Children’s Commissioner
Work of Professors Jean Ruddick and Michael Fielding
YOUTH: TRACING CONCEPTUAL RENEWALJOANNA WYN 2009
Industrial
(modernity 1945 – 1975)
Youth as transitional period to adulthood
Adulthood – a point of arrival
Youth as future of society: both hope and threat
Youth as deficit (pupils, patients)
Youth as responsibility of the state (student)
Mainstream and at-risk
Post-Industrial
(late modernity 1976 -)
Blurring lines between youth and adult
Adulthood - state of reinvention and improvement
Youths as decision-makers + entrepreneurs in the present
Youth as partners (co-learners, self-managing
Youth as consumer (client, choice-maker)
Diversity
IMMEDIATE CONTEXTS
UK Government Legislation/Initiatives/Research
Every Child Matters
Personalised Learning
Specialist Schools and Academies Trust
NCSL
‘Real Decision Making? School Councils in Action’
‘Working Together: Giving children and young people a say’
Academic Research and publications
ESRC TLRP ‘Consulting Pupils about T&L’
NEW PRESSURES…
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www.prenatalmusic4life.com
Love……. Nurture…..
The Secret of Communicate ……
Prenatal Learning and Teach Your
Baby Before Birth
NEW PRESSURES …..BIRTH TO THREE MATTERS
Maps ‘Skill & Competence’ of babies and toddlers aged 0 – 3
4 themes,
16 dimensions,
64 components, with detailed guidance on Observing & recording Planning Responding to diversity Challenges
AND MORE RECENTLY ….. EYFS: The Birth to 5 Quality Framework
RANGE OF STUDENT VOICE ACTIVITIES (1)
Peer Support
Buddying Systems
Peer Tutoring/listening
Peer Teaching
Peer Mediator
Circle Time (same year/mixed age)
RANGE OF STUDENT VOICE ACTIVITIES (2)
Organisational reflection and renewal
‘School’/student councils
Student Teams e.g. Mulberry School for Girls, Tower Hamlets / Blue School, Wells / Ringwood School, Hampshire
Working party reps
Student Governors
Student Ambassadors
Tour Guides
Appointment Panels
Junior Leadership Team e.g. Greenford High School, Ealing
School Improvement Plans/ policy writing
RANGE OF STUDENT VOICE ACTIVITIES (3)
Teaching & Learning
AfL
Lead-learners
Students as Learning Partners
Students as co-researchers
Students as researchers
Student-led learning walks
Evaluating work units
Dept/Unit development plans
RANGE OF STUDENT VOICE ACTIVITIES (4)
Classroom Consultation
(with your own class)
Classroom observation
Video recording
Questionnaires, Interviews
‘Transforming learning’
Focus groups
Suggestion boxes
Diaries, Photos, Collage
Learning Review Meetings
FROM AUDIENCE TO AUTHOR, FROM DATA TO DIALOGUE (1)
HOW ADULTS LISTEN TO AND LEARN WITH STUDENTS IN SCHOOLS
Classroom Dept/Team School
Student as
Data Source
Individual performance data
Samples of student Student Attitude Surveys
Student as
Active Respondents
AfL Lead learners Team agenda + student perceptions
Students on staff appointment panels
Student as
Co-Researchers
Developing independent learning
‘History Dudettes’ (History Dept review team)
Joint review of rewards system
FROM AUDIENCE TO AUTHOR, FROM DATA TO DIALOGUE (2)
HOW ADULTS LISTEN TO AND LEARN WITH STUDENTS IN SCHOOLS
Classroom Dept/Team School
Student as
Knowledge Creators
What makes a good lesson?
Evaluate playground buddying system
Low level bullying
YP + Adult co-Authors
Joint Enquiry
Stantonbury Day 10 on e.g. poetry writing
Develop unit/dept research lesson
Staff + student Learning Walks
YP + Adults in search of the common good
Participatory Democracy
Y6 + museum staff + teacher co-plan visit for Y3
Classes as critical friends in thematic exploration
Whole School Forum
4) Assigned but informed
This is where young people are assigned a specific role and informed about how and why they are being involved. This rung of the ladder can be embodied by community youth boards.
3) Tokenism
When young people appear to be given a voice, but in fact have little or no choice about what they do or how they participate. This rung of the ladder reflects adultism.
2) Decoration
Happens when young people are used to help or "bolster" a cause in a relatively indirect way, although adults do not pretend that the cause is inspired by young people. This rung of the ladder reflects adultism.
1) Manipulation
Happens where adults use young people to support causes and pretend that the causes are inspired by young people. This rung of the ladder reflects adultism.
8) Young people-initiated, shared decisions with adults
This happens when projects or programs are initiated by young people and decision-making is shared between young people and adults. These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults. This rung of the ladder can be embodied by youth/adult partnerships.
7) Young people-initiated and directed
This step is when young people initiate and direct a project or program. Adults are involved only in a supportive role. This rung of the ladder can be embodied by youth-led activism.
6) Adult-initiated, shared decisions with young people
Occurs when projects or programs are initiated by adults but the decision-making is shared with the young people. This rung of the ladder can be embodied by participatory action research.
5) Consulted and informed
Happens when young people give advice on projects or programs designed and run by adults. The young people are informed about how their input will be used and the outcomes of the decisions made by adults. This rung of the ladder can be embodied by youth advisory councils.
About the Ladder
Sociologist Roger Hart wrote a book called Children's Participation: The Theory And Practice Of Involving Young Citizens In Community Development And Environmental Care for UNICEF in 1997. This groundbreaking work put the work of young people and adult allies around the world in the context of a global movement for participation, offering needed guidance and criticism of many efforts. The "Ladder of Children's Participation," also called the "Ladder of Youth Participation," is one of many significant tools from the book.
The 7/8 Debate
Roger Hart's Ladder of Participation shows young people-initiated, shared decisions with adults as the top form of young people's participation, followed immediately by young people-initiated and directed. This is somewhat controversial an issue for many people working with and around young people. Essentially, the debate is which of these levels of participation is actually the most meaningful?
ONGOING PRACTICAL CHALLENGES (1)
Inclusion
Which students? Whose voices?
Race
Gender
Social class
Ability labelling
An unusual, elite activity?
Or
An inclusive commitment that involves all students in all aspects of their lives at school?
30% DECLINE IN SENSE OF BEING ‘LISTENED TO’ AROUND TEACHING + LEARNING BETWEEN Y3 + Y11
Despite 2004 Children Act and OfSTED’s 2005 framework, Antidote’s recent School Emotional Environment for Learning Survey (SEELS) of 23,000 students shows that, between Y3 and Y11, they experience a 30% decline in their sense of being listened to in T&L
‘Students say the structures + systems set up to collect their views involve too many people + have little chance of making meaningful changes to school life. The students taking part are often the most articulate, intelligent + well-behaved. The rest then feel there is little point in even being interested
Source Antidote e-News, November 2008
ONGOING PRACTICAL CHALLENGES (2)
Teacher tensions
Pressures of time + curriculum coverage
Lack of institutional support
Beyond pockets of isolated practice (role of local, national & international networks)
Consumerism or democratic agency? E.g. “you’re no good, no bullet points, too much thinking, not thick enough files”
Using students?
Refusing the role of ‘quality assurance donkeys’
‘Beating up’ teachers? E.g. excesses of covert observation
NEW DEVELOPMENTS IN STUDENT VOICE: SHAPING SCHOOLS FOR THE FUTURE PART FUNDED BY ESMEE FAIRBAIRN FOUNDATION
Radical Inclusion
Involving those whose voices are seldom heard
Reversing roles
Students as agents of adult professional learning
Co-constructing the common good
Remaking public spaces in schools where adults + young people can have an open dialogue