Educational leadership and the imperative of including student, voices, student interests, and student's lives in the mainstream
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Leadership in Education Vol. 9, no. 4 (2006), p. 369-378
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- Description: Smyth introduces this special issue with the claim that the question of 'how to pursue forms of leadership that listen to and attend to the voices of...young people' is the 'most urgent issue of our times'. Of special concern to him in recent times has been the increasing number of such students who are poorly served by schools and are, in effect, pushed out of the institution of schooling by a system that is largely uncaring and remote from their needs and interests. This article looks at the hardening of educational policy, student participation in reform efforts, leaders and followers, the moral purpose of educational leadership, and what counts as 'genuine' participation.
- Description: C1
- Description: 2003002105
How should student voice impact educational leaders?
- Authors: Angus, Lawrence
- Date: 2015
- Type: Text , Book chapter
- Relation: Key questions for educational leaders; Chapter 27 p. 189-192
- Full Text: false
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- Description: In this chapter, I use the term 'student voice' in a way that implies more than just allowing students to speak. 'Student voice' has long been associated with educational reform in the interests of disadvantaged and minority students. The idea of giving 'voice' recognizes that students have generally not had sufficient power to influence learning environments. A somewhat different concept of 'student voice,' however, has recently become popularized in some educational leadership literature: a particularly thin voice linked to innocuous notions of student 'feedback' rather than to authentic engagement in educational reform. I am therefore referring to 'authentic' student voice in arguing that it is important to regard students, particularly those less advantaged, as knowing participants who should have a say in what and how they learn. The onus should be on all educational leaders to recognize, respect, and engage with the diversity of students and the knowledge and cultures that they bring to educational contexts.