What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets

Authors

  • Sally Ashton-Hay Southern Cross University, Australia
  • Dylan Williams University of Birmingham, United Kingdom

DOI:

https://doi.org/10.53761/1.20.6.1

Keywords:

Student voice, student experience, students as partners, student representation, higher education

Abstract

Traditional attitudes to student voice are changing which is highlighted in the recent proliferation of student voice manuscripts the Journal is receiving. Student voice literature currently positions students as active dialogue partners in higher education with much to contribute rather than passive consumers or evaluators. As Editors of the Student Experience section, we view this development in higher education as a significant and emerging trend which has the potential to positively impact practice in higher education and also contribute toward meaningful relational changes for the student experience. We offer some guidelines and recommendations for potential authors on what student voice is and what it is not. We welcome manuscripts that leverage student voice by connecting genuine student-teacher dialogue and articulating how student voice has contributed toward collaboration, change, and empowerment. Manuscripts that articulate how an authentic student voice connects to evidence-based practice and creates inclusive mindsets are also welcome.

Downloads

Download data is not yet available.

Downloads

Published

2023-08-03

Issue

Section

Articles

How to Cite

What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets. (2023). Journal of University Teaching and Learning Practice, 20(6). https://doi.org/10.53761/1.20.6.1

Most read articles by the same author(s)