Non-compliance as a substitute for voice

This article considers the effect that student-teacher relationships have on engagement with school and how students go about making their voice heard. In order to do this, it draws upon data from a year long ethnography in an underperforming school in England. The site was particularly useful in ad...

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Bibliographic Details
Published inResearch papers in education Vol. 36; no. 2; pp. 176 - 195
Main Author Ralph, Thomas
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.03.2021
Taylor & Francis Ltd
Subjects
Compliance
Compliance (Psychology)
Ethnography
Foreign Countries
High School Students
Learner Engagement
non-compliance
Noncompliance
Recognition (Achievement)
Student Empowerment
Student teacher relationship
Teacher Student Relationship
Voice
United Kingdom (England)
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Summary:This article considers the effect that student-teacher relationships have on engagement with school and how students go about making their voice heard. In order to do this, it draws upon data from a year long ethnography in an underperforming school in England. The site was particularly useful in addressing these questions as it offered different types of educational provision to vocational and mainstream pupils. This contrast highlighted, in particular, the effects of different types of student-teacher relationships. The works of Honneth, Cavarero and Couldry are used to theorise voice along with criticism of formal school voice procedures by writers such as Fielding. The failure of formal student voice processes were found to further disengage the participants from school. Effective voice depends on relationships based on mutual recognition and cannot be based on simple representation. For the participants in this study, non-compliance became a means by which to exercise voice.
ISSN:0267-1522
1470-1146
DOI:10.1080/02671522.2019.1633564