When including the voices of learners and their families in educational decision-making, it is essential not to make assumptions about people who seem to belong to one ‘group’. Although focusing on the voices of one marginalised group may be necessary, it is also important to consider that a group of learners or families who share a characteristic or ‘label’ may still have different experiences and views they wish to convey. Thus, policy-makers must consider the multiple identities and contexts of learners and families and how these intersect and have an impact on views and opinions. This ethical approach can inform policies for all learners and all families, rather than policies for particular groups.
Voices into Action explores ways to develop a more participatory approach to educational decision-making, with learners and families at the centre.