dc.contributor.author | Seale, Jane | |
dc.date.accessioned | 2013-06-12T10:22:23Z | |
dc.date.issued | 2010 | |
dc.description.abstract | This paper will review the existing student voice work in higher education and critique its current
weaknesses, particularly in relation to conceptualisations of and commitments to participation,
transformation and empowerment. It will be argued that the employment of participatory methods
in higher education student voice work offers a way to address these weaknesses. The potential of
participatory methods is illustrated and discussed using two case examples drawn from one higher
education institution in the UK. The first case provides an illustration of what is called ‘transformation
of the familiar’, while the second case provides an illustration of empowerment, through
recognising the importance of what is not voiced by students, as much as what is voiced. It is concluded
that whilst a participatory approach to student voice work in higher education has potential,
further work is required in order to evaluate the long-term impact of projects that use such methods. | en_GB |
dc.identifier.citation | Vol. 36, Issue 6, pp 995-1015 | en_GB |
dc.identifier.doi | 10.1080/01411920903342038 | |
dc.identifier.uri | http://hdl.handle.net/10871/10321 | |
dc.language.iso | en | en_GB |
dc.publisher | Taylor and Francis | en_GB |
dc.title | Doing student voice work in higher education: an exploration of the value of participatory methods | en_GB |
dc.date.available | 2013-06-12T10:22:23Z | |
dc.identifier.issn | 0141-1926 | |
dc.identifier.journal | British Educational Research Journal | en_GB |