Listening to Learners

Technical report


Czerniawski, G., Garlick, Sue, Hudson, A., Peters, Petula, Higher Education Academy and Continuum 2009. Listening to Learners. London University of East London.
AuthorsCzerniawski, G., Garlick, Sue, Hudson, A., Peters, Petula, Higher Education Academy and Continuum
TypeTechnical report
Abstract

As Hammersley (2002) argues, one of the fundamental challenges for educational research is making the journey from research to policy and practice. For too long the perspective of learners has been ignored in educational research: “….rarely are their voices taken seriously into account in policies devised to improve teaching, learning and achievement” (Wood, 2003:365-6), despite the fact that learners, as Pollard, Triggs, Broadfoot et al (2000) have noted, are expert commentators. Learner voice is coming of age and through research, practice is developing and understanding deepening.
This report is organised into two parts: the first part is a review of the literature on learner voice, which was used to inform our ongoing learner voice work as well as highlighting issues of common concern across all phases of education, primary, secondary and tertiary as well as identify gaps in the literature which could be discussed at the one day conference linked to this work.
The one day conference: Listening to Learners: Partnerships in Action, aimed to disseminate innovative work in progress as well as good practice from other projects and initiatives. There were key note presentations from a number of speakers: researchers, academics and practitioners who provided details of current research (Pippa Lord), theoretical underpinnings (Michael Fielding), good practice (Gill Mullis and Laurie Goodlad). However the most important contributions came from young people, secondary school pupils, who presented during the plenary session and also facilitated the workshops. Following the event a conference wiki (http://listeningtolearners.pbworks.com)was set up to enable delegates to continue discussions and conversations on learner voice as well as a repository for conference materials.
There have been a number of reviews of the literature on learner voice undertaken by individuals and organisations, which are reviewed and cited in our own work. Our review cannot claim to be comprehensive nor exhaustive but serves as a useful starting point in setting out the policy background and context to learner voice, the various typologies and theoretical frameworks that have been developed, as well as some of the methodological issues and ethical concerns associated with learner voice work.
The second part is a case study of a student voice project which UEL has been engaged in since 2007. This case study is significant for three reasons. Firstly, it examines some of the tensions and ambiguities that exist when students are asked to become independent researchers. Secondly, it considers the extent to which student voice represents joint responsibility in the developments taking place or just the minority voices within pupil and teacher communities of practice. Thirdly, it raises questions about societal values and the contrived distance between adults and children in different cultural contexts.
At a time when research reveals that British children represent some of the unhappiest within the industrialised world, recognising the pervasiveness of the “ideology of immaturity” (Ruddock and Fielding, 2006:225) that exists in many schools in England can reduce hope in an increasingly complex world. Often couched in terms of inevitability, such an ideology can drain energy and commitment of both learners and teachers. The case study illustrates how young people, if listened to, have the potential to transform school processes, purposes and procedures. The voices of the learners in the study and their concerns give rise to complex hope in exceedingly complex times.

Keywordsstudent voice; educational research
Year2009
PublisherUniversity of East London
Place of publicationLondon
Page range36-43
FunderHigher Education Academy ESCalate
Publication dates
PrintSep 2009
Publication process dates
Deposited19 Mar 2013
Copyright holderHigher Education Academy
Additional information

Report follows a one day conference Listening to Learners: Partnerships in Action held at UEL, and is composed of a review of the literature on learner voice and a case study at UEL. Alternate title "Practices, tensions and ambiguities in the voices of learners: a case study from the London Borough of Havering".

EventDeveloping Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education
Publisher's version
License
CC BY
Permalink -

https://repository.uel.ac.uk/item/8636z

  • 18
    total views
  • 35
    total downloads
  • 4
    views this month
  • 9
    downloads this month

Related outputs

Prison Education – a Northern European wicked policy problem?
Garby-Czerniawski, G. Prison Education – a Northern European wicked policy problem? in: Albertson, K., Corcoran, M. and Phillips, J. (ed.) Marketisation and Privatisation in Criminal Justice Bristol University Press.
The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case
Murray, J., Czerniawski, G. and Kidd, W. 2017. The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case. in: Feiman-Nemser, Sharon and Ben-Peretz, Miriam (ed.) Getting the Teachers We Need: International Perspectives on Teacher Education London Rowman & Littlefield.
Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors
Murray, J., Garby-Czerniawski, G. and Barber, Patti 2019. Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors. in: Murray, J., Swennan, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 139-153
We are all teacher educators now: understanding school-based teacher educators in times of change in England
Czerniawski, G., Kidd, W. and Murray, J. 2019. We are all teacher educators now: understanding school-based teacher educators in times of change in England. in: Swennen, Anja, Kosnik, Clare and Murray, J. (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 171-185
Perspectives on Access to Higher Education: Practice and Research
Broadhead, Samantha, Davies, Rosemarie and Hudson, A. 2019. Perspectives on Access to Higher Education: Practice and Research. Emerald Publishing Limited.
Editorial
Czerniawski, G. 2017. Editorial. Research in Teacher Education. 7 (2), p. 5.
Data Report – Survey of Secondary PGCE trainees 2008/9: Evaluation Virtual Schools Wiki
Wright, Kathy, Hudson, A., Murray, J. and Berzins, Karina 2010. Data Report – Survey of Secondary PGCE trainees 2008/9: Evaluation Virtual Schools Wiki. Cass School of Education, University of East London.
The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities
MacPhail, Ann, Ulvik, Marit, Guberman, Ainat, Czerniawski, G., Oolbekkink-Marchand, Helma and Bain, Yvonne 2018. The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities. Professional Development in Education. 45 (5), pp. 848-861.
The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Czerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat 2018. The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching. 44 (2), pp. 133-148.
The value of school engagement and school partnership working: review of the literature
Continuum 2013. The value of school engagement and school partnership working: review of the literature. Continuum.
Academic identity of Access HE tutors: a focused review of the literature
Hudson, A. 2017. Academic identity of Access HE tutors: a focused review of the literature. Research in Teacher Education. 7 (1), pp. 6-12.
Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (2), p. 5.
Sustaining Aimhigher - A Partnership Approach
Hudson, A. and Storan, J. 2011. Sustaining Aimhigher - A Partnership Approach. in: Jones, Peter, Storan, John, Hudson, Anthony and Braham, Jeff (ed.) Which Way Now to Widen Participation: Lifelong Learning, Economy and Society FACE: Forum for Access and Continuing Education.
Degrees of difference - higher education in further education
Hudson, A. and Storan, J. 2012. Degrees of difference - higher education in further education. in: Jones, Peter, Storan, John, Hudson, Anthony and Braham, Jeff (ed.) Lifelong Learning and Community Development FACE: Forum for Access and Continuing Education.
The undiscovered country: widening participation to postgraduate study
Hudson, A. 2013. The undiscovered country: widening participation to postgraduate study. in: Hill, Michael, Hudson, Anthony, Jones, Peter, Renton, Ross, Saunders, Danny and Storan, John (ed.) Widening Access to Higher Education in Divided Communities FACE: Forum for Access and Continuing Education.
Conference Commentary - Widening Participation to University Study Through Flexible Study
Hudson, A. 2005. Conference Commentary - Widening Participation to University Study Through Flexible Study. Journal of Adult and Continuing Education. 11 (1).
Conference Report- Towards a Global Understanding of Lifelong Learning: Making a Difference
Hudson, A. and Kimura, Maki 2005. Conference Report- Towards a Global Understanding of Lifelong Learning: Making a Difference. Journal of Adult and Continuing Education. 11 (2), pp. 229-230.
Reviews: Engaging Black Learners in Adult and Community Education (Lifelines in Adult Learning No. 4)
Hudson, A. 2005. Reviews: Engaging Black Learners in Adult and Community Education (Lifelines in Adult Learning No. 4). Journal of Adult and Continuing Education. 11 (1), pp. 116-117.
An investigation of vocational progression pathways for young people and adults in building crafts and hospitality CoVEs: a London case study
Williams, Ruth, Yarrow, Karen, Hudson, A. and Kimura, Maki 2006. An investigation of vocational progression pathways for young people and adults in building crafts and hospitality CoVEs: a London case study. Learning and Skills Network.
Annex F: Literature Review. Sub-theme 4: Local employment opportunities provided by higher education institutions
Cochrane, Allan, Hudson, A. and Hick, Rod 2006. Annex F: Literature Review. Sub-theme 4: Local employment opportunities provided by higher education institutions. Economic and Social Research Council.
Ethnicity, Education and Employment: Appendix F: UEL Case Study Report
Kimura, Maki and Hudson, A. 2006. Ethnicity, Education and Employment: Appendix F: UEL Case Study Report. University of East London.
Ethnicity, Education and Employment: Executive Summary
Kimura, Maki, Brain, Kevin, Ganga, Deianira, Hudson, A., Murray, Linda, Prodgers, Lucy, Smith, Kate, Straker, Katherine and Willott, John 2006. Ethnicity, Education and Employment: Executive Summary. University of East London.
Support & Recognition for Widening Participation Practitioners
Hudson, A. and Pooley, C. 2006. Support & Recognition for Widening Participation Practitioners. London Continuum: University of East London.
Blended Professionals: Stirred but not shaken
Hudson, A. 2009. Blended Professionals: Stirred but not shaken. Bristol ESCalate: Education Subject Centre advancing learning and teaching in education.
Evaluation & Sustainability Study: Aimhigher – Hampshire & Isle of Wight
Hudson, A. and Storan, J. 2010. Evaluation & Sustainability Study: Aimhigher – Hampshire & Isle of Wight. London Continuum: University of East London.
Higher Education and Communities: Barking & Dagenham
Berzins, Karina, Hudson, A. and Storan, J. 2010. Higher Education and Communities: Barking & Dagenham. Continuum: University of East London.
Student Experience: HE in FE
Hudson, A. and Berzins, Karina 2011. Student Experience: HE in FE. Continuum: University of East London.
Editorial
Hudson, A. and Storan, J. 2011. Editorial. ESCalate newsletter. 20, pp. 1-3.
Work integrated learning: where there's a WIL, there's a way
Hudson, A. 2011. Work integrated learning: where there's a WIL, there's a way. ESCalate newsletter. 20, pp. 17-19.
Enduring partnerships: the Forum for Access and Continuing Education (FACE)
Storan, J. and Hudson, A. 2011. Enduring partnerships: the Forum for Access and Continuing Education (FACE). ESCalate newsletter. 21, pp. 26-26.
HE in FE – What is the research telling us?
Hudson, A. 2012. HE in FE – What is the research telling us? Linking London.
Students FIRST: Research Report
Berzins, Karina and Hudson, A. 2012. Students FIRST: Research Report. Continuum.
The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Czerniawski, G., Guberman, Ainat and MacPhail, Ann 2016. The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education. 40 (1), pp. 127-140.
Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (1), pp. 5-5.
Introduction
Czerniawski, G. 2010. Introduction. in: Emerging Teachers and Globalisation Routledge. pp. 1-9
Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England
Czerniawski, G. 2007. Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England. PhD Thesis King's College London Department of Education and Professional Studies
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (2), p. 5.
Changing context, changing landscapes: a review of teacher education in Norway and England
Czerniawski, G. and Ulvik, M. 2014. Changing context, changing landscapes: a review of teacher education in Norway and England. in: Rabensteiner, Pia-Maria and Rabensteiner, Gerhard (ed.) Internationalisation in Teacher Education-- Education Balmannsweiler Schnieder Verlag Hohengehren.
A longitudinal study of the professional development of teachers – the challenges of comparison
Czerniawski, G. 2015. A longitudinal study of the professional development of teachers – the challenges of comparison. in: Fritzsche, Bettina and Huf, Christina (ed.) The Benefits, Problems an Dissues of Comparative and Cross-Cutural Research: Ethnographic Perspectives London E&E Publishing.
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (1), pp. 5-6.
A Race to the bottom – Prison Education and the English and Welsh Policy Context
Czerniawski, G. 2015. A Race to the bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy.
Editorial [October 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [October 2013]. Research in Teacher Education. 3 (2), pp. 5-6.
Editorial [April 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [April 2013]. Research in Teacher Education. 3 (1), pp. 3-4.
Professional development for professional learners: teachers’ experiences in Norway, Germany and England
Czerniawski, G. 2013. Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching: International research and pedagogy. 39 (4), pp. 383-399.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (2), pp. 1-2.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (1), pp. 1-2.
Student voice-by-numbers
Czerniawski, G. 2012. Student voice-by-numbers. Research in Teacher Education. 2 (1), pp. 14-18.
Editorial [Oct 2011]
Czerniawski, G. 2011. Editorial [Oct 2011]. Research in Teacher Education. 1 (2), pp. 1-2.
Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools
Czerniawski, G., Wright, Kathy and Herrington, Neil 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools. Research in Teacher Education. 1 (1), pp. 21-26.
Editorial
Czerniawski, G. 2011. Editorial. Research in Teacher Education. 1 (1), pp. 1-2.
Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson
Herrington, N., Czerniawski, G. and Wright, Kathy 2009. Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson. Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. Jul 2009 pp. 36-43
Moving On: The Creative Way
Percy, Pamela and Hudson, A. 2007. Moving On: The Creative Way. The Creative Way.