Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education

“Even though the involvement of students encompasses many opportunities to further develop current education practices (Cook-Sather 2002; Pleasance 2016), the students’ voices often remain underrepresented in the discourse around SE.”

“It’s been argued that the empowerment of the student is directly linked to participation in classroom activities, and once they are denied formal power in the classroom, they get disengaged (Cook-Sather, 2002; Durst, 1999; Willis, 2003).”

“Meanwhile, teachers and school policy-makers can improve education’s accessibility to students by listening to and respecting students’ opinions, motivating them to create their preferred mode of education (Cook-Sather, 2002, 2006).”

“…being granted opportunities for curriculum negotiation is thought to be particularly relevant for vulnerable students (Brooker and MacDonald, 1999; Cook-Sather, 2002), the vast majority of existing studies focus on university students (e.g., Bergmark and Westman, 2016; Bovill, 2014; Carey, 2013).”

“If teachers, older students, and parents/caregivers are officially excluded from shaping educational policy, very young people have even less to no say in imagining their future educational worlds (Cook-Sather, 2002).”

“Critiquing the lack of student voices in educational research, Cook-Sather (2002) calls on researchers to “count students among those who have the knowledge and position to shape what counts as education” (p. 3).”

“For reasons ranging from difficulty in obtaining research consent to an underestimation of their ability to provide meaningful data, children’s voices are noticeably missing in the research literature (Ainscow & Messiou, 2018; Cook-Sather, 2002, 2006; Dockett & Perry, 2007).”

“…sensitivity with others, and motivation (Arnot, McIntyre, Pedder, & Reay, 2004; Cook-Sather & Alter, 2011; Bovill, Cook-Sather, & Felten, 2011; Cook-Sather, 2002) The idea of authorizing students’ perspectives is important because it can enhance present educational practices, revisits the…”

“According to Byrnes and Rickards (2011) and Cook-Sather (2002), students’ perceptions about their schooling have a strong correlation with their academic performance.”

“(Oldfather, 1995, p. 87) In examining the term student voice, Cook-Sather (2002) described the implications for listening and what that might look like when engaging young people’s voices.”

“All rights reserved ISSN: 2146-1732 According to Krashen (1982/2009), language acquisition and learning requires meaningful interaction in the target language in which ELLs are provided with learning opportunities where they connect with their life experience. Perhaps the required curriculum necessitates teaching Shak…”

“(Cook-Sather, 2002, p. 3) School reforms are often undertaken without student involvement, to the detriment of the reform efforts (Cook-Sather, 2007). not only is the exclusion of student perspectives ethically problematic because it means that students get little say in matters that concern them,…”

“Student voices were of particular interest as they are too often silent and silenced when they should be regarded as “expert witnesses” on their own educational experiences (Cook-Sather, 2002, p. 3).”

“The games can restore viewpoints that players have lost as a result of the impact of educational practices (Cook-Sather, 2002). The research also involves an ethnographic approach and narrative documentation. The method reduces researchers’ tendency to make assumptions in processing the obtained information. Research…”

“Dans cet article, ce phénomène est examiné dans une perspective psychopédago-gique s’appuyant sur la parole de l’élève (Cook-Sather, 2002; Florin, 1987).”

“58 valued spaces within which they can speak (Cook-Sather, 2002).”

“When researchers translate themselves into partners with students in the research process, they are no longer the distanced, authoritative, sole authors of the meaning derived from qualitative research approaches such as observations of and interviews with students (Cook-Sather, 2012). The research begins to shift fro…”

“Researchers agree that the bottom-up approach can be transformational in improving teaching practice (Goldspink, Winter, and Foster, 2008; Cook-Sather, 2002).”

“The students felt empowered by their role as knowledge providers and active participants leading to a powerful collaborative and constructive learning environment (Cook-Sather, 2002).”

“The perspective of a context of productive learning is drawn from the work of Sarason (1996, 2004), while the significance of listening is drawn from the work of Cook-Sather (2002) .”

“Reciprocity (Cook-Sather 2002; Fielding 2001) featured prominently in the dialogic encounters between participants.”

“This aligns with the work of Cook-Sather (2002), who argues, positioning students as partners in teaching and learning can lead to more meaningful and effective educational change.”

“Initiated by Professor Alison Cook-Sather at Bryn Mawr College, this model represents the foundational framework upon which many subsequent initiatives have been built (Cook-Sather, 2002, 2006, 2009).”

“…perspectives can be traced back to authors who emphasised that students are not passive recipients but active participants in their education (cook-Sather, 2002), viewing them as consumers of higher education. despite governmental emphasis on considering students as clients, this notion has…”

“Establishing trust with students is crucial (Cook-Sather 2002); however, it is equally imperative that educators seek ongoing, meaningful engagements with parents and Aboriginal communities, respecting Aboriginal aspirations, which place shared responsibilities on parents, community members, and…”

“The ideas, attitudes, beliefs, and perceptions that students have regarding their educational experiences are referred to as student perspectives (Cook-Sather, 2002).”

“Some PSTs in the present study expressed a keen interest in integrating co-design principles into their future teaching, highlighting the importance of authentic student involvement in collaborative design endeavours (Bovill et al., 2011; Cook-Sather, 2002).”

“An authorial voice does not appear overnight: it develops over time, after much reading and writing (Cook-Sather, 2002).”

“Cook-Sather (2002) seems to support the VL concept indirectly by suggesting that teachers need to give authority to students by giving them the power to join conversations with no existing power structure and re-direct the teacher’s direction.”

“…with a dual challenge: to modify the ingrained structures within our educational mindset that create resistance towards eliciting and acknowledging student voices, and to alter the structures in educational relationships and institutions that both uphold and are reinforced by this reluctance [15].”

“I argue that these cultures are characterized by a lack of trust in teenage students (Cook-Sather, 2002) and originate in the dominant youth discourse that understands teenagers as “risky subjects” who need to be managed (Besley, 2010).”

“Traditionally, students have not had a strong voice in educational research and reform (Cook-Sather, 2002; Levin, 2000).”

“Adapun Cook-Sather (2002) menyatakan dinamika guru memberikan kekuasaan pada siswa dengan kebebasan dan tanggung jawab bersama untuk proses belajar dalam pendidikan jasmani.”

“Students within these spaces want change, but they are caught within a system of normalization and regularization that they have become accustomed to throughout their schooling (Cook-Sather, 2002).”

“Indeed, educational research suggests that to improve our classroom practices, “we need to embrace more fully the work of authorizing students’ perspectives in conversations about schooling . . . ” [7].”

“It is possible to describe the idea behind this approach in the words of Cook-Sather (2002), when she explains that “There is something fundamentally amiss about building an entire [education] system without consulting at any point those it is ostensibly designed to serve.””

“…was conducted on the voice of students revealed the potential of listening to students in order to understand teaching and learning and make it more effective (e.g. Cook-Sather, 2002; Fielding, 2001; Hancock &Mansfield, 2002; McCallum et al., 2000; Pollard & Triggs, 2000; Rudduck & Flutter, 2000).”

“For some years now, an increasing number of studies has emphasized the importance of the students’ point of view on learning and co-designing new teaching perspectives, in the direction of a real student participation (Cook-Sather, 2002; 2013; Fielding, 2011).”

“Pedagogical relationships are therefore built on mutual respect, understanding and trust (Cook-Sather, 2002).”

“Sather’s [9] offers a similar perspective suggesting that authorizing student perspectives runs counter to many reform efforts, which hitherto have focused on adults’ conceptualization and practice of education.”

“Considering the students’ perspective is important though, in order to gain valuable insights into their experiences and to better identify how to support their learning (Cook-Sather, 2002).”

“Talking to students directly also allowed to privilege student voice [29] [30], and this study includes direct quotations from students wherever possible.”

“Voices of students in difficulty: a television interview The Anglo-Saxon studies on student voice (Cook-Sather, 2002; Fielding, 2007) examined conditions that would allow students to express their experiences on learning, teaching and education.”

“…agency (O’Boyle, 2013; Rudduck, 2002; Rudduck & Flutter, 2000) , the value of the student perspective in education evaluation and improvement (Cook-Sather, 2002; A. Gough, 1999; McIntyre, Pedder, & Rudduck, 2005), educational benefits for students (Busher, 2012; 49 J. Rudduck, 2002) and…”

“As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences may provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL (Cook-Sather, 2002).”

“In addition, student voice in this study is conceptualized as an educational motivational construct (Schmakel, 2008): an important factor in students’ academic performance (Cook-Sather, 2002; Cushman, 2003; Oldfather, 1995; Wilson & Corbett, 2001).”

“Although the idea of listening to students to inform ideas about educational policy is echoed throughout the literature (Cook-Sather, 2002; Corbett & Wilson, 1995; Lincoln, 1995; Poplin & Weeres, 1993; Schultz & Cook-Sather, 2001) only recently, has there been research stating the need to include students to inform in…”

“In addition, Cook-Sather (2002) refers to the twin challenges of authorising student perspectives: that is, a change in mindset, as well as changes in the structures in educational relationships and institutions.”

“…dspace.flinders.edu.au One outcome of a lack of connection between research and classrooms is that the precise nature of students’ knowledge about their cognitive and metacognitive skills during their everyday engagement with typical class lessons is not well documented (Cook-Sather, 2002).”

“A second wave of student voice work arose in the early 2000s (Cook-Sather 2002; Fielding 2001; Pekrul and Levin 2005; Rudduck and Flutter 2004), and since then analyses of and guidelines for how to pursue such work have proliferated (Cook-Sather 2009b; Fielding 2006; MacBeath et al. 2003; Rudduck…”

“High-school students are prime candidates for the conference table (Cook-Sather, 2002).”

“The results in the present study are in line with (Cook-Sather, 2002; Friesen, 2017; Lundy, 2018; Tisdall, 2015) works underscoring that teachers need to see students as unique individuals, attend to their experiences and emotions, and actively seek and take their views seriously, especially in…”

“My work in advancing student SoTL scholars had a precursor in inviting students to analyze teaching and learning through my decades of work that centered student experiences and voices in secondary teacher preparation (Cook-Sather 2002b, 2003, 2009).”

“…as teachers as well as learners, starting with positioning secondary students as co-creators of undergraduate secondary teacher preparation (Cook-Sather, 2002a) and moving through co-creating five iterations of a course on transforming higher education with different undergraduate student…”

“In response, one of my earliest published articles focused on “authorizing” student perspectives in teacher education (Cook-Sather, 2002), and my work since then has evolved from a commitment to “authorizing” to a commitment to creating structures and spaces within which students can author(ize)…”

“Cook-Sather (2002) highlighted that when students have a voice in the educational process, such as participation in curriculum design or assessments, they are more likely to feel ownership over their learning.”