Student Voice

Culturally responsive teaching is often nebulous and challenging for many to integrate in an effective and intentional way. As novice teachers, we struggled with developing tangible ways to actualize culturally responsive teaching. However, through our combined experiences and research, we have gained a better understanding of culturally responsive teaching and ways to apply the concept. We hope to support other teachers who are looking for practical tools for their culturally responsive toolbox. In this article, we introduce an instructional strategy, called Inside-Out, that has benefited us within our own culturally responsive approaches. By utilizing Inside-Out, teachers can use student prior knowledge and lived experiences as resources to bridge together the multiple diversities of the classroom community. For teachers to be culturally responsive to their students, it is important that students become funds of knowledge, and their voices become an essential component to the classroom curriculum. Inside-Out supports students as funds of knowledge by merging three key sources of knowledge: self, peer, and text. Through these multiple viewpoints, our classrooms can be transformed from a predisposed silo of information to an inclusive opus full of multiple harmonies.

This article explores how leadership can help to enable student voice to occur in schools. We find that the relationship between teachers and the school leader is a critical context for enabling voice. Specifically, we find that the following concepts were important for efforts to enable and foster student voice: (1) clear vision of school that is incorporated deeply
into practice as ‘the way we do things here’; (2) allowing opt-in strategies for teachers when possible; (3) recognizing that implementation across classrooms and personnel will vary depending on individual contexts, beliefs, and experiences.

Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications

Unlike the United Kingdom and other nations that mandate youth participation to some degree, U.S. policies instead tend to inhibit child participation rather than encourage it. Given these policy contexts, it can be challenging to locate spaces where robust opportunities for democratic participation and student voice exist. We use this article as an opportunity to examine the disciplinary, philosophical and methodological approaches that have framed youth participation in youth contexts. We conclude by identifying critical issues of citizenship and belonging that must be considered in participatory research.

The 2016 U.S. Presidential Election and the current political climate has sparked discussion around the role of identity and background demographics in political decision-making, as well as questions of how to manage individual well-being in an intense political climate. We suggest that campaign rhetoric and policy proposals have created an emerging relationship between intersectionality and politics, both through political motives and subsequent hate and prejudicial acts directed towards marginalized groups. Due to the multiple number of identities threatened through this harsh rhetoric, we intend to apply an intersectional approach in understanding the effects of the recent election on student well-being in a comprehensive manner. We are aiming for an integrated discussion with students who align with different identities and who fall on a wide range of the political spectrum. Our session will address the heightened political climate in the post-election and inaugural season and the difficulties that students have experienced throughout this divided social and political climate. It is our hope that a fruitful discussion will include a mutual sharing of experiences to promote understanding. Finally, we plan to engage in action planning in methods to promote well-being in educational settings the greater community.

RESUMO Este texto é baseado no conjunto de dados compilados pelo Núcleo de Etnografia em Educação (NEtEDU) e o Programa de Pós-Graduação em Educação (ProPEd/UERJ), em resposta às perguntas da pesquisa Fracasso Escolar: Gênero e Pobreza. É o terceiro de um conjunto de três estudos do tipo bibliográfico desenvolvidos para esta pesquisa. O primeiro foi o 'estado da arte' sobre o fracasso escolar; o segundo sobre a etnografia na pesquisa em educação no Brasil e, este aqui apresentado, sobre a entrevista nos estudos sobre o fracasso escolar. Os dados analisados são originários de 683 textos científicos nacionais. A idéia principal foi identificar se os alunos eram ouvidos nesses estudos. Os instrumentos de busca, catalogação e análise de conteúdo foram os softwares EndNote e o Atlas.ti. Utilizou-se, ainda, o recurso de mapas conceituais para uma análise aprofundada do tema. Os estudos realizados apontaram que, no total de textos da amostra, somente 149 fazem uso de entrevista, destes somente um fez uso da entrevista etnográfica. Entretanto, 26 desse total indicaram a realização de entrevistas estruturadas. Portanto, infere-se que os estudos sobre o fracasso escolar, de um modo geral, não demonstram interesse em ouvir os alunos que fracassam, mas ao contrário, para entrevistar fazem uso de agendas pré-concebidas nas quais a pauta é do próprio entrevistado. Este dado sugere, dentre outros, que ao entrevistar os pesquisadores possuem certa dificuldade em ouvir o outro, mas querem ser ouvidos por este outro para deles obterem informações que compõem o 'enquadre' pretendido para seus estudos. ABSTRACT This paper is based on the data compiled by the Center for Ethnography in Education (NEtEDU) Graduate School of Education (ProPEd / UERJ), in response to the questions from the research School Failure: Gender and Poverty. It is the third in a series of three bibliographic studies developed. The first was the 'state of the art' on school failure, the second on the ethnography in educational research in Brazil and, this presented here, about the interview within the studies on school failure. The data are derived from 683 national scientific texts. The main idea was to identify whether the students were heard in these studies. The tools used for cataloging and content analysis were the software EndNote and Atlas.ti. It used also the resource of conceptual maps in-depth analysis of the theme. Studies showed that within the total texts examined only 149 make use interviews and from those only one has made use of ethnographic interviews. However, 26 of the total performed structured interviews. Therefore, it is clear that studies of school failure, in general, have shown no interest to hear students who fail, instead, to interview they make use of preconceived agendas. This indicates, among others things that, as interviewee, researchers seem to have difficulty hearing the other, but want to be heard by them in order to obtain information to 'fit' their desired to make sense of the study at hand.

This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHD-diagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline – common to the first four types – constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

Il volume si concentra sui metodi e sulle tecniche che promuovono coinvolgimento e partecipazione, al fine di aumentare la responsabilità e la consapevolezza di chi apprende e di chi insegna, per dare senso all’apprendimento e alla vita di ciascuno, in un percorso in cui gli attori si riconoscano reciprocamente con ruoli attivi di promozione della persona e delle sua crescita.

Coinvolgere per apprendere significa dar voce agli studenti, ai docenti, agli attori politici, agli amministratori, a tutti quegli attori che formalmente giocano un ruolo chiave nei processi di apprendimento e di insegnamento (Cook-Sather, 2014).

Come docenti, ci troviamo a dover affrontare delle sfide significative che ci chiamano a trasformare i nostri approcci, a dar senso alle nostre azioni in modo che siano sempre più centrate su chi apprende e non solo su chi insegna (Weimer, 2013), con un richiamo costante verso la promozione dell’innovazione didattica e del dialogo con il mondo del lavoro (Dirx, 2011).

Il presente volume nasce dal chiaro desiderio di promuovere metodologie d’insegnamento partecipative per giovani e adulti inseriti in processi di apprendimento in contesti formali e non formali.
Abbiamo fatto questo tentativo di condivisione a livello internazionale, mettendo insieme contributi in lingua italiana e in lingua inglese e coinvolgendo colleghi d’oltre oceano impegnati nell’innovazione delle metodologie formative e nelle pratiche di insegnamento e apprendimento.
L’intenzione di creare un volume internazionale, dovrebbe poter dar voce a spazi di condivisione più ampi, a dialoghi che tengano conto dei singoli contesti, ma che creino anche dimensioni di maggiore contaminazione, generando entusiasmo e voglia di innovare.

High school students’ participation in supplementary reading intervention courses shapes their course-taking opportunities. Unfortunately, there is little research that examines criteria that determine whether students are placed in these courses and their possibilities for exit. There is far less research about students’ understandings of these entry and exit criteria. These lacunae limit administrator, educator, and researcher knowledge about the role of these criteria in structuring students’ educational
trajectories. Drawing on participant observations and interviews, this article
shares the results of a dual analysis of entry and exit criteria for reading
intervention at a comprehensive high school, and student perceptions of these criteria. Findings indicate how shifting criteria, the overreliance on assessments embedded within pre-packaged literacy programs, and the absence of communication with students reproduced inequities in students’ access to other electives and choices in their high school trajectories. As a result, this article calls attention to the way in which lack of communication and hidden high-stakes assessments functioned to limit the educational opportunities of the linguistically diverse students of color enrolled in this reading intervention course. In addition, it raises awareness about the necessity for administrators and educators to be critical consumers of assessments embedded within pre-packaged literacy instruction programs.