‘But I listen to children anyway!’—teacher perspectives on pupil voice

Abstract

This paper explores the perspectives of teachers who initially observed, and later came to participate in, a pupil voice initiative in a primary school. Such ‘marginal’ points of view are often neglected in discussions of youth participation. The article aims to demonstrate that whilst adult support for pupil voice is crucial in ensuring its success and sustainability, it is important to recognise the demands it places on teachers, for instance in changing their identities as professionals and their relations both with children and with other staff. Methodologically, it offers a case‐study approach, drawing on research notes and data gathered during a two‐year period in which a deputy head attempted to develop pupil voice in a primary school and focusing on her own account of how the other teachers responded to her work. It shows that, whilst children seemed to rise quickly to the challenge of pupil voice ways of working and being, the perceptions, experiences and reactions of the teachers tell a more ambiguous story of the complexities that emerge as intentions are implemented. At the same time, the article offers insights into how pupil voice can be implemented in ways that help achieve positive outcomes for all involved.

Keywords:

• Pupil voice
• Participation
• Primary school
• Professional identity

Acknowledgements

The research on which this article is based was undertaken for a project entitled Consulting Pupils about Teaching and Learning (2000–2003) funded by the Economic and Social Research Council’s Teaching and Learning Research Programme. We are particularly grateful to Professor Jean Rudduck at the University of Cambridge, the project’s overall co‐ordinator. More information about the project is available from its website: www.consultingpupils.co.uk