Based on the idea of inclusive education, a lot of initiatives are being carried out in order to improve the presence, participation or success of students at school, paying especial attention on those who due to gender, age, ability or ethnicity have been traditionally marginalized, silenced and have been suffered a process of "disempowerment" (Fielding, 2011; Messiou, 2012; Susinos and Ceballos, 2012). In this context, the movement of student voice invites us to ask about who has the power in schools and how they use it, what Bernstein calls "acoustic school" (2000). The experiences of student voice seek to create spaces for dialogue and deliberation to make changes in schools taking into account the ideas of students. This is based on the conviction that all students are agents with the ability and knowledge to transform their schools regardless of their characteristics (Rudduck and Flutter, 2007; Fielding, 2011; Fielding and Moss, 2012). In this paper, we present the conclusions of the review of good practice guides of student voice. These guides are the result from different international researches. In particular, we will reflect on the transformations experienced by schools, teachers and students as a result of their participation in these improvement projects. We will also analyze the main barriers and supports of participation which condition the beginning and sustaining of these educational experiences whose motor of change is student voice.
Noelia Ceballos López, University of Cantabria, Spain
Ángela Saiz Linares, University of Cantabria, Spain