Perspectives, ‘Voice’ and power

Perspectives, ‘Voice’ and power

Background
In the past, the perspectives of professionals and those with power dominated decisions about children. In particular, the ‘voice’ of disabled children and adults was not valued, rarely heard and not deemed ‘reliable’ (Mason, 2005).

As a whole, developments in our education system still rely heavily on those whose powerful views dominate and in the face of increasing numbers of initiatives, schools struggle to meet changing requirements. Such developments are often supported by ‘research’ that continues to assert professional and powerful perspectives rather than empower learners.

If we are to genuinely listen to learners we need to consider how to seek, value and respond to, a wide range of perspectives. Public bodies are now expected to engage actively with those who use their services. ‘Insider perspectives’ are crucial if we are to move to provision and support that is based on actual, rather than perceived, needs.

Reflecting on practice
When considering general education practice it may be useful to reflect on these questions.
➢    How does power operate in the UK education system? Who makes key decisions?
➢    How are ‘user’ voices sought and responded to at a national level?

When considering our own and establishment practices about learners, further questions could be considered.
➢    Where are your own perspectives about the quality of learning in your setting drawn from?
➢    How does power operate in your setting? Whose ‘voice’ dominates?
➢    What strategies are used to gain perspectives from those ‘hard to reach’ voices?
➢    Who represents whom? Who selects the advocates? Whose voice is presented?
➢    Who selects which voices to hear?
➢    What questions are asked? Who decides? Who listens?
➢    How are conflicts of perspectives resolved?


When reflecting on professional/establishment communication strategies it might be useful to consider further questions about practice.
➢    Who controls the conversations?
➢    What language is used? Is it accessible to everyone?
➢    Can learners with communication difficulties express ‘unfiltered’ perspectives?
➢    Are all views recorded?
➢    Are opportunities for giving perspectives unthreatening and accessible?
➢    How do those who give their views receive feedback?
➢    Do individuals have the right to refuse to give their views?

What this means for individual staff
Listening to all learners helps us to get things right for them, doing this from the position of an informed, rather than presumed, knowledge base. This can only happen if we ask the ‘right’ questions and provide an encouraging environment for collecting pupils’ views. We do not always have to say ‘yes’, but we do need to provide a context that clearly places a value on what pupils have to say and is seen to be responsive. Inclusive schools strive hard to reach those pupils that may find it difficult to engage with this process and face with confidence the challenges that will surely arise. Inclusive teachers understand that the process all starts with them, who they listen to and what they do personally in response.

Dr Gill Richards 2009