ABSTRACT
This chapter provides a critical perspective on voice practices with pupils from the Global Majority (GM). Consider how data on educational attainment for students categorised as Black, Asian, and Minority Ethnic obscures the relative performance of particular ethnic identities, such as the particular academic performance of Asian students at the A-level and higher education level compared to Black or White students. The chapter introduces to some key philosophical theory relating to the role of language in voice, and the influence of this in meaningful voice practices for GM pupils. Discourses not only have the power to construct objects but also subjects and subject positions. The chapter outlines some common misconceptions of voice work with GM pupils and invites teachers to further reflect on the development of their own practice. There can be an assumption that if we engage in voice work with pupils from an ethnic group we have improved our understanding of that group.
