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<p>With the changing paradigms in education, from teacher-centred, student-as-object to student-centred, student-as-subject, student voice discourse has developed at all levels of education, including in higher education (HE). However, the development of student voice research and implementation has tended to prioritise Northern voices over those of colleagues in institutions in the Global South. Incorporating student voice in HE is a journey that all colleagues globally should be and are participating in. This special issue aims to create a space for diverse voices in the field, both from the Global North <i>and</i> South. In addition to expanding student voice discourse geographically, this special issue includes articles in which students act as knowledge producers in student voice discourse (Hu &amp; Lue, 2025), and the voices of neurodivergent students are highlighted (Durgungoz &amp; Durgungoz, 2025). In this special issue, we hope to help fill the geographical and positional ‘minority’ gaps in student voice discourse, making room for future discourse expansion and promoting education as a more collaborative and socially just endeavour.</p>

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Expressions of educational change agents: Student voice influences in higher education

  • 期刊论文

  • 发表日期：

    2025年6月11日

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  • Carla Briffett-Aktaş,
  • Ji Ying

摘要

With the changing paradigms in education, from teacher-centred, student-as-object to student-centred, student-as-subject, student voice discourse has developed at all levels of education, including in higher education (HE). However, the development of student voice research and implementation has tended to prioritise Northern voices over those of colleagues in institutions in the Global South. Incorporating student voice in HE is a journey that all colleagues globally should be and are participating in. This special issue aims to create a space for diverse voices in the field, both from the Global North and South. In addition to expanding student voice discourse geographically, this special issue includes articles in which students act as knowledge producers in student voice discourse (Hu & Lue, 2025), and the voices of neurodivergent students are highlighted (Durgungoz & Durgungoz, 2025). In this special issue, we hope to help fill the geographical and positional ‘minority’ gaps in student voice discourse, making room for future discourse expansion and promoting education as a more collaborative and socially just endeavour.