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In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do. [ABSTRACT FROM AUTHOR]

Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children's writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children's voices as they are engaged in 'draw and talk' methodologies. While children's drawings have a material reality, they are also representations of children's perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children's drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children's drawings focusing the relational, the material and the spatial elements of writing. [ABSTRACT FROM AUTHOR]

In this paper, we are concerned with the notion of ‘pedagogic voice’ as it relates to the presence of student ‘voice’ in teaching, learning and curriculum matters at an alternative, or second chance, school in Australia. This school draws upon many of the principles of democratic schooling via its utilisation of student voice in respect of the curriculum and pedagogy. We recognise that within the schooling context, voice can represent many things. Drawing on interview data, we outline two key areas of student voice: community membership associated with the ownership of practices and decision-making related to the young people’s learning and improved engagement; and encouraging curricular choice and the inclusion of personal interests and strengths within a school environment that is flexible and encourages individual freedom while balancing these with a young person’s required progress at school. Given that a lack of voice in schools has been attributed to many marginalised students’ alienation from mainstream schooling, we demonstrate how attention to pedagogic voice can not only work to engage students in learning, but also improve civic engagement. [ABSTRACT FROM PUBLISHER]