Student voice in a Chinese context: investigating the key elements of leadership that enhance student voice

Abstract

This study examines the issues surrounding ‘student voice’ in a specific Chinese context, and assesses the key elements of leadership that could enhance student voice in that context. It reports the results of a research conducted in a community-based educational centre in Hong Kong that provides after-school educational and social adjustment programmes for children aged 6–15. Although the centre promotes the principle of student voice, the perceptions and attitudes of students and teachers towards this principle are found to be different. Analysis draws on several sources, including semi-structured interviews, observations and related documentation. Based on the data collected, the gaps between teachers’ and students’ perspectives of student voice are identified, and cultural perspectives are discussed. Student voice is found to be a key issue for children. The recommendations for institutional leaders who seek to promote this concept include valuing student voice, embracing a willingness to construct a new partnership with students and ensuring consistent whole-institution commitment.

Acknowledgements

I would like to express my heartfelt gratitude to Prof. Howard Stevenson for his continuous support and encouragement in making this paper and to Prof. Audrey Osler for her constructive comments on my first draft of the paper. Thanks also go to the three anonymous reviewers and the journal editor.

Notes

1. The Education and Manpower Bureau (EMB) was renamed the Education Bureau (EB) in 1 July 2007.