Promoting inclusive pedagogies in schools through student voice and dialogues

Abstract

The use of student voice approaches in research and in schools has gained prominence following the UN Convention of the Rights of the Child (1989). In this chapter, drawing from examples from two research studies in different countries, we illustrate how student voice approaches can facilitate the development of inclusive pedagogies, whilst at the same time analysing the challenges that such processes involve. A key focus of the chapter is an exploration of the role of dialogue between students and teachers, which, as we argue, is a key feature of inclusive pedagogy. The first example comes from the second author’s PhD research, exploring how the use of student voice within classrooms characterised by cultural diversity can be a cornerstone for developing more inclusive pedagogies. The second example draws from the first author’s work in five European countries that introduces an innovative approach, Inclusive Inquiry, that has at its centre the idea of using student voice approaches for the development of inclusive learning and teaching in schools. Through a critical examination of these two examples, both from primary schools (5–12 year olds) where fewer student voice studies exist compared to secondary schools, we argue that dialogue is a crucial pedagogical element in moving beyond surface-level engagement with student voice and in developing inclusive thinking and practices. This process is complex and needs to be understood as a pedagogical journey. We argue that when student voice is ‘heard’ and dialogue is sustained, teachers are able to reflect critically on taken-for-granted assumptions about teaching, learning and diversity, and develop specific pedagogical responses that facilitate efforts towards greater inclusion in the classroom.

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ORCID for Kyriaki (Kiki) Messiou: orcid.org/0000-0003-3412-3108

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