ByMissing voices: l istening to students’ experiences with school reform Elena M. Silva and Beth C. Rubin
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What could students, who confront, resist, and affirm both the problems and reforms that characterize their schools, offer to the traditionally adultdominated conversation about school change? Despite a small body of research emerging on the significance of “student voice” in school practices and processes (Cook-Sather, 2002; Shultz and Cook-Sather, 2001; Fielding, 2001; Rudduck and Flutter, 2000; Oldfather, 1995), embracing or empowering the voices of students is not a well-practiced approach to understanding or implementing school reforms.