Madeleine Shuker, Bachelor of Teaching (Early Childhood Education) Graduate
I chose EIT not only because of the Year 13 study grant but also because it has an internationally reputable degree and is a very field-based programme. I hope to make a valued contribution to society and to have a positive impact on the children I teach. EIT was the best decision I made to guarantee me a bright future.
My research over 25 years has focused upon theorising within history of education in relation to higher education, gender, transnational methodology and influences on school curriculum as well as childhood studies. A second research pathway has emerged from commissioned collaborative research on school readiness; child health, youth, education and training through my role at EIT.
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Enacting Student Voice through Governance Partnerships in the Classroom:
Rupture of the Ordinary for Radical Practice26778
Student voice is a construct that has come to mean many things to many people. In this article the author is interested in forms of student voice practice that generate a shift in status for students, from passive recipients of schooling to governance partners with teachers in the classroom.
She argues that governance partnerships that include students in joint pedagogical decision-making in the classroom embody the radical intent of student voice, which is to disrupt educational hierarchies and generate roles of influence for students.
Within an educational context where student voice can mean almost anything – so is in danger of meaning very little – governance partnerships disrupt the ordinary as a starting point for radical practice.
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