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Harnessing student voice and leadership: a study of one Australian Indigenous leadership program

journal contribution
posted on 2019-01-01, 00:00 authored by Lucas Walsh, Ros BlackRos Black, David Zyngier, Venesser Fernandes
Despite growing scholarly interest in student voice and leadership over the past two decades, both terms continue to be used with little consensus about their meaning. They are also often evoked without much clarity or agreement as to how they should be enabled or enacted, for what purposes they should be fostered, or what conditions are necessary for them to take place. This article asks: ‘what are student voice and leadership, and how can they best be fostered in schools to enable disengaged or marginalized students?’ Drawing on the evaluation of a successful Indigenous leadership program in Australia, which works with Aboriginal and Torres Strait Islander young people, this discussion unpacks certain constituent parts of student voice and leadership, and explores how they can successfully be strengthened through an educational program, and the challenges arising at the interface of the program and school life.

History

Journal

Pedagogy, culture and society

Volume

27

Issue

3

Pagination

383 - 401

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1468-1366

eISSN

1747-5104

Indigenous content

This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologise for any distress that may occur.

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, Pedagogy, Culture & Society