ABSTRACT
This chapter explores how the views of students can inform the way policies are interpreted and enacted within classrooms. It provides detailed illustrations of how eliciting and engaging with students' perceptions of teaching and learning can create meaningful opportunities to interrupt assumptions about school practices. The chapter demonstrates how listening to the views of learners can provide new understandings that can inform practice and school policy. It provides illustrations of the practical experiences and complexities of combining action research and student voice, drawing on examples from two schools, Stoneleigh State Primary School and Burlington State High School. The chapter explores the involvement of students in the cross-disciplinary literacy research in this large regional secondary school. It reports two rather different approaches to listening to the perceptions of students, which demonstrate various ways in which student voice and collaborative inquiry can be integrated in ways that interrupt assumptions and provoke actions to create better outcomes for students.
