Pupils, the forgotten partners in Education Action Zones
This digest found in
Pupil Voice
What did the researchers conclude from the findings?
The researchers argue that schools need to recognise pupils “...as key participants in the process of democratic education reform.” If zone schools are to “empower people and communities”, decision makers need to listen to pupils’ views. This would allow the possibility that policies can be:
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informed by the pupils;
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owned by the pupils; and
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supported by the pupils.
The researchers interpret DfES and OfSTED advocacy for pupil voice as positioning “the student as a consumer, with rights to a quality of education service for which teachers alone are held accountable.” They propose a model of learning that recognises that pupils share the work and the responsibility for constructing their learning with their teachers; in order that, through dialogue and negotiation with their teachers, students achieve goals that are more meaningful to them.
The researchers speculate that the process of pupil consultation will:
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begin to re-engage the most disaffected students;
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improve behaviour management;
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increase interest in literacy; and
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help teachers to create an environment more conducive to learning.
