Student Voice in School Reform

Dana Mitra
November 2, 2004

This article examines a student group?s two-pronged strategy to build partnerships with teachers at a U.S. high school. Through ?teacher-focused? activities, students became aware of teachers? perspectives; ?student-focused? activities allowed teachers to learn from students. The article also considers the organizational contexts that enabled this symbiotic strategy to take hold, activities that do not attack classroom practice, buffering group activities from external threats and building bridges with teachers in the school, and supporting the adult advisors who support the group.


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