Student voice and the community forum: finding ways of ‘being heard’ at an alternative school for disenfranchised young people

Baroutsis, Aspa, Mills, Martin, McGregor, Glenda, te Riele, Kitty and Hayes, Debra (2015) Student voice and the community forum: finding ways of ‘being heard’ at an alternative school for disenfranchised young people. British Educational Research Journal, 42 3: 438-453. doi:10.1002/berj.3214


Author Baroutsis, Aspa
Mills, Martin
McGregor, Glenda
te Riele, Kitty
Hayes, Debra
Title Student voice and the community forum: finding ways of ‘being heard’ at an alternative school for disenfranchised young people
Journal name British Educational Research Journal   Check publisher's open access policy
ISSN 0141-1926
1469-3518
Publication date 2015
Sub-type Article (original research)
DOI 10.1002/berj.3214
Open Access Status Not Open Access
Volume 42
Issue 3
Start page 438
End page 453
Total pages 16
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell
Collection year 2016
Language eng
Abstract Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re-engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such opportunities for young people in an alternative school, who had been marginalised in mainstream schooling. Research was conducted over a period of 18 months, utilising a range of data collection methods, including interviews, observations, photography and the collection of artefacts, such as school documents. Drawing particularly on data related to a daily community forum, the paper explores how this routine afforded opportunities for student voice. The three-part structure of the forum produced a range of effects, including: a discussion of issues related to local and wider community news as well as college announcements; a check-in where each member of the community voiced their readiness (or otherwise) for the day's learning; and a sign-up process that incorporated informed decision making about the day's learning sessions. It is argued that the intentions that underpin the community forum are important and relevant in all forms of schooling, not just alternative programmes, but these intentions can produce unintended effects.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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Created: Tue, 19 Jan 2016, 11:01:25 EST by Ady Boreham on behalf of School of Education