ABSTRACT
This chapter problematises the idea of the student voice as having three dimensions: an epistemological voice, or a voice for knowing; a practical voice, or a voice for acting and doing; and an ontological voice, or a voice for being and becoming. It is the development of the third dimension, a voice for being and becoming, through its relationship with borderline space. Borderline spaces possess particular characteristics that have the potential to enhance rather than silence the student voice. Certain qualities in borderline spaces foster the inclusion rather than the exclusion of diverse students' voices. The chapter suggests that alternative understandings of the concept of borderline space might encourage rather than inhibit the realisation and expression of the student voice in higher education. It proposes that borderline space, whether external or internal, offers students unexpected possibilities both individually and collectively to come into their own voices for being and becoming.
