Can the student speak? Voicing identities and experience in UK higher education.
In recent years, HEIs have been under increased pressure to address persistent and significant educational inequalities. Within the current context of managerialism and 'audit', universities are required to demonstrate how they are working to improve educational outcomes. We have also witnessed a re...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 47; no. 2; pp. 233 - 243 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=192728846&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 192728846 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2026 vid: 47 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 192728846 10.1080/01596306.2025.2543704 ppf: 233 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P size: 383KB tig: atl: Can the student speak? Voicing identities and experience in UK higher education. aug: au: Ali, Suki Schwoerer, Lili affil: Department of Sociology, London School of Economics and Political Science, London, UK School of Law and Social Sciences, Oxford Brookes University, Oxford, UK su: Student engagement Identity (Psychology) Discourse Universities & colleges Participation Educational equalization Managerialism Higher education sug: subj: Student engagement Identity (Psychology) Discourse Universities & colleges Participation Educational equalization Managerialism Higher education keyword: authenticity difference experience identity neoliberal university representation Voice ab: In recent years, HEIs have been under increased pressure to address persistent and significant educational inequalities. Within the current context of managerialism and 'audit', universities are required to demonstrate how they are working to improve educational outcomes. We have also witnessed a return to research and policy which draws on the concept of student voice. In this paper, we question the epistemological foundations and effects of such Voice work. We argue that we need to reconfigure the ways in which identity, experience and representation are understood and mobilised through Voice work within the neoliberal university. Despite the evident commitment of staff and students to improving education, we suggest that current iterations of Voice work are fundamentally flawed. We argue that we should move away from simplistic categories of 'the student' and focus more on collaborative forms of speaking in order to challenge the processes and practices that sustain educational inequalities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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