ABSTRACT
This chapter is not a discussion of a research outcome but a social equity work that encourages consideration of voice within the research process. The marginalised youth discussed here are a cohort of students in mathematics classes whose sense of ethics around learning mathematics, being fast and right, often impacts their ‘voice’. This work uses a framework of inclusive pedagogies to challenge epistemological assumptions, how knowledge is developed and accumulated, to explore voice limitations. My schemata combine intellectual and ethical development with gender studies to consider the way societies define, validate and classify knowledge. As in challenging uncertainty in knowledge, I find learners come to value their own voice along with the voices of others. Indeed, the culture of knowledge becomes one of interrelated concepts; it becomes intuitive and creative. Students become empathetic, and they learn to listen, contribute and work together to construct new meaning. My work has dialogue as a core focus, as in understanding self and others, where one can develop a sense of voice, mind and self. I find that we can explore concepts that are fundamental in any challenge to exposing the constructs of voice.
