Listening to student voice: Toward a more inclusive theory for research and practice

Katherine Cumings Mansfield, Anjale Devawn Welton, Mark Halx

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The purpose of this chapter is to illustrate the value of student voice in educational leadership research and practice. While much research has explored leading schools for social justice, it has rarely considered the student perspective as an integral component of leadership decisionmaking. In fact, listening to the student voice should be the sine qua non of leadership responsibilities and investigations. This chapter provides examples of this more inclusive approach to researching and leading schools. It operationalizes student-focused and social justice practices that hold promise to sensitize our research efforts, destabilize oppressive school leadership structures, and create positive and innovative environments for students in all global contexts.

Original languageEnglish (US)
Title of host publicationGlobal Leadership for Social Justice
Subtitle of host publicationTaking it from the Field to Practice
EditorsChrista Boske, Sarah Diem
Pages21-41
Number of pages21
DOIs
StatePublished - Dec 1 2012
Externally publishedYes

Publication series

NameAdvances in Educational Administration
Volume14
ISSN (Print)1479-3660

ASJC Scopus subject areas

  • Education
  • Public Administration

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  • Cite this

    Mansfield, K. C., Welton, A. D., & Halx, M. (2012). Listening to student voice: Toward a more inclusive theory for research and practice. In C. Boske, & S. Diem (Eds.), Global Leadership for Social Justice: Taking it from the Field to Practice (pp. 21-41). [17041720] (Advances in Educational Administration; Vol. 14). https://doi.org/10.1108/S1479-3660(2012)0000014006