Student pedagogic voice in the literacy classroom: a review

Abstract

© 2020 Informa UK Limited, trading as Taylor & Francis Group. In this paper we identify and systematically analyse research regarding student voice in the classroom, with the aim of suggesting areas and questions to strengthen the research base. The introductory section presents a rationale for, and definition of, voice, followed by details of how the systematic analysis was conducted. A consideration of what has been termed pedagogic voice leads to our offering a definition with more encompassing parameters in terms of the dimensions research should consider. The components of our definition are then applied to existing studies of pedagogic voice. Our analyses show that few consider the whole picture; specifically, few present evidence of response to student voice or of outcomes from that response. Such evidence is needed to evaluate the extent to which student voice is instrumental in the enhancement of teaching and learning. Researchers of voice, particularly as it relates to the classroom, need to design studies to trace more systematically the soliciting of voice or the opportunity for voice to be employed; through to the hearing, the reception and response; to the outcome of that response in terms of changed practice, including student awareness of their part in the changed practice, to the outcomes for learning.