However, it is quickly becoming edu-jargon, with its actual meaning for
day-to-day learning becoming less clear to those teaching young people
and, vitally, to young people themselves. Learner voice has all too
often been reduced to making choices on what the lunch menu will be.
I've spent the last couple of weeks in New Zealand, seeing how the
actions and approaches of individual teachers, head teachers, and, in
some instances, the school structure itself are being adapted to
facilitate deeper appreciation of what students want and what they are
capable of. What's clear is that where practice might be considered "the
best," learner voice has not been reduced simply to asking students
what they want at school ("What can we at the school cede to learners?")
but has become the principal vehicle for teaching and learning ("What
do you want to learn, how do you want to learn it, and what can we at
the school do to help make it happen?").