ABSTRACT
Undergraduate students have their own views on argumentation and its place in their discipline and in higher education more widely. This chapter reports on an empirical study in which first-year education studies undergraduates interviewed other undergraduates in a range of disciplines. There is remarkable commitment to understanding the function of argument but also a strong sense among students that argument is not addressed – or made explicit by – lecturers. It is a hidden ‘rule of the game’ that students need to know more about. Furthermore, the reemerging issue of ‘student voice’ in further and higher education is one that needs to be borne in mind in negotiating how, where, and why argumentation takes place.
