TY - JOUR
T1 - Rewriting student voice
AU - Lensmire, Timothy J.
PY - 1998/5
Y1 - 1998/5
N2 - Progressive and radical visions of education have accorded student voice an important place in their critiques of traditional schooling and their proposals for change. In this paper, I examine and criticize two popular conceptions of student voice. The firstvoice as individual expression- is put forward by advocates of writing workshop approaches tothe teaching of writing. Workshop advocates emphasize students’ desire to express their unique selves in writing, and how traditional instruction frustrates this desire. The second conception of student voice- voice as participation- comes from advocates of critical pedagogy. These advocates call for critical dialogues among teachers and students, within which student voices would sound and be heard. I conclude the paper by sketching an alternative conception, one that affirms the strengths of these previous versions, as well as responds to their weaknesses. I propose that voice be conceived of as aproject involving appropriation, social struggle and becoming. My goal is to envision student voice in a way that more adequately recognizes the interactional and ideological complexities of student expression, so that we might, as educators and researchers, better support the flourishing of student voices in schools.
AB - Progressive and radical visions of education have accorded student voice an important place in their critiques of traditional schooling and their proposals for change. In this paper, I examine and criticize two popular conceptions of student voice. The firstvoice as individual expression- is put forward by advocates of writing workshop approaches tothe teaching of writing. Workshop advocates emphasize students’ desire to express their unique selves in writing, and how traditional instruction frustrates this desire. The second conception of student voice- voice as participation- comes from advocates of critical pedagogy. These advocates call for critical dialogues among teachers and students, within which student voices would sound and be heard. I conclude the paper by sketching an alternative conception, one that affirms the strengths of these previous versions, as well as responds to their weaknesses. I propose that voice be conceived of as aproject involving appropriation, social struggle and becoming. My goal is to envision student voice in a way that more adequately recognizes the interactional and ideological complexities of student expression, so that we might, as educators and researchers, better support the flourishing of student voices in schools.
UR - http://www.scopus.com/inward/record.url?scp=0010102491&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0010102491&partnerID=8YFLogxK
U2 - 10.1080/002202798183611
DO - 10.1080/002202798183611
M3 - Article
AN - SCOPUS:0010102491
SN - 0022-0272
VL - 30
SP - 261
EP - 291
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 3
ER -