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dc.contributor.authorSeale, Jane
dc.date.accessioned2013-06-12T10:22:23Z
dc.date.issued2010
dc.description.abstractThis 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.citationVol. 36, Issue 6, pp 995-1015en_GB
dc.identifier.doi10.1080/01411920903342038
dc.identifier.urihttp://hdl.handle.net/10871/10321
dc.language.isoenen_GB
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/loi/cber20en_GB
dc.titleDoing student voice work in higher education: an exploration of the value of participatory methods.en_GB
dc.date.available2013-06-12T10:22:23Z
dc.identifier.issn0141-1926
dc.descriptionpublication-status: Publisheden_GB
dc.descriptiontypes: Articleen_GB
dc.identifier.journalBritish Educational Research Journalen_GB


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