Activating the Voices of Young People Who Truant

Introduction

Adaptations made to student and researcher roles throughout the 30 years of evolving student voice research in education, caused more inclusive, participatory, and shared practices. During the emerging stage of uncritical enthusiasm in the 1990s, students were recognized as a source of data. Subsequently, more critical commentary emerged suggesting student participation was a necessary factor for change to occur (Cook-Sather 2006). At this time four components, identified in the Lundy (2007) Model of Participation, informed understanding of a child’s right to participation. These included (1) “space” – establishing a safe, private, inclusive space to share student views; (2) “voice” – facilitating support for students to contribute; (3) “audience” – ensuring student voice is heard; and (4) “influence” – sourcing an opening for student voice to be taken into account and have influence (Lundy 2007, 932). This process was a way to conceptualize a child’s right to...