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This practical workbook supports teachers seeking to sensitively understand and respond to the opinions and perceptions of critical stakeholders in student learning and development; pupil voice, parent voice, and professional voice are introduced and explored.
A wide range of expert educator and academic contributors ensure that diverse voices are meaningfully understood, with chapters placing an emphasis on minority and traditionally marginalised groups, including SEND, LGBTQIA+, and Global Majority students. The workbook advocates a clear and inclusive ethos and demonstrates how voice work can help to decolonise the curriculum, promote a positive LGBTQIA+ friendly school climate, and value pupil involvement. Moments for personal reflection, activities, and action plans allow practitioners to consider the role they play in facilitating the effective inclusion of those not normally involved in knowledge construction and decision-making processes.
Blending key theory with practical strategies and takeaways, this workbook is an essential tool for practising primary and secondary teachers and teaching assistants, as well as educational psychologists, school counsellors, and other educational professionals interested in promoting inclusive voice practices.
List of contents
Chapter One: Introduction: Voice, Power and Action in Schools
Chapter Two: Pupil Voice: Listening to, Understanding, and Acting on Pupil Perceptions and Opinions
Chapter Three: Parent and Carer Voice: Listening to, Understanding, and Acting on Parental and Carer Perceptions and Opinions
Chapter Four: Interprofessional Collaboration: The Role of Voice in Working with Other Professionals
Chapter Five: Voice Practices to Support Pupils With Special Educational Needs and Disability (SEND)
Chapter Six: Voice Practices to Support Pupils from the Global Majority
Chapter Seven: Voice Practices to Support Pupils of Diverse Genders
Chapter Eight: Voice Practices to Support LGBTQ+ Educators and Pupils
About the author
Alexandra Sewell (she/her) is a Health and Care Professions Council (HCPC) registered educational psychologist and senior lecturer in special educational needs, disability, and inclusion at the University of Worcester. Her research has been published in numerous international journals and explores the concepts of voice and inclusion in education, with a particular interest in student voice in higher education. She is also co-editor of the International Journal of Birth and Parent Education.
Summary
This workbook is for teachers seeking to understand and respond to the diverse voices, opinions and perceptions of students, with an emphasis on minority groups, including SEND, LGBTQ+ and BAME students. Blending theory with practical strategies, this book is an essential tool for teachers, school counsellors and mental health workers.
