Deadline: August 31, 2022
The views and participation of children and young people are essential for the improvement of schools and education (Amorim & Azevedo, 2018). What we can call the student voice movement presents itself under very diverse models about what is meant by having a voice and by children and young people's participation. Listening to their voice, in a school context, is not, therefore, a matter of simple enunciation, since the protagonism that students assume refers to radically different models of (civic) education (Susinos & Ceballos, 2012). Let us see: what is the object of participation (from the curricular scope to representation in the structures of the school), in which territories is it developed (class, school, service-learning, socio-community participation), how is participation made concrete and what forms does it take, with what standards is it presented, what does participation allows to be expressed and what is silenced, who participates and who remains silent or relegated, with what autonomy and with what freedom do the students participate? How does participation reach the classroom and teaching and learning strategies (Vattoy & Gamlem, 2019)? Are didactic models being changed (Cabral & Alves, 2016)?
In fact, student participation can occur in a more or less marginal context of school institutions, as intermittent, condescending and ineffective practices (Fielding, 2012, p.45), as a way of listening to the voice of those who always have a voice, or, in another way, as deep and broad decisions in order to develop schools as hospitable, democratic and fair institutions, in which adults and young people live and learn democracy together (ibid., p.47), with proximity and mutual respect, as if we were listening to the heartbeat of educational action.
There is something which seems to be increasingly evident today: we learn a great deal from and with students, these "expert witnesses" of their own schooling experiences (Lodge, 2005, p. 129).
This issue of RPIE returns, once again, to this important problematic core of education, since the road travelled is still very short in relation to what needs to be travelled. We want to know new research on new practices, on new ways of students' participation in schools, on new ways of direction and management of schools, from the classroom to the school organization, as well as new theoretical contributions to think this same problematic, in order to have an ever more democratic and fair school.
Amorim, J. & Azevedo, J. (2017). Lições dos alunos: o futuro da educação antecipado por vozes de crianças e jovens. Revista Portuguesa de Investigação Educacional, 17, 61-97. https://doi.org/10.34632/investigacaoeducacional.2017.3434
Cabral, I. & Alves. J. M. (2016). Um modelo integrado de promoção do sucesso escolar (MIPSE) – a voz dos alunos. Revista Portuguesa de Investigação Educacional, 16, 81-113. https://doi.org/10.34632/investigacaoeducacional.2016.3422
Fielding, M. (2012). Beyond student voice: patterns of partenership and the demands of deep democracy. Revista de Educación, 359, 45-65.
Lodge, C. (2005). From hearing voices to engaging dialogue: problematising student participation in school improvement. Journal of Educational Change, 6, 125-146. https://doi.org/10.1007/s10833-005-1299-3
Susinos T. & Cebollos N. (2012). Voz del alumnado y presencia participativa em la vida escolar. Apuntes para uma cartografia de la voz del alumnado em la mejora educativa. Revista de Educación, 359, 24-44. https://doi.org/10.4438/1988-592X-RE-2012-359-194
Vattoy, K-D. & Gamlem, S. (2019). Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools. Nordisk tidsskrift for utdanning og praksis, 13, 39–55. https://doi.org/10.23865/up.v13.1970