Valuing the talk of young people: are we nearly there yet?

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    This paper examines reasons why young people’s talk about themselves and their educational experiences do not seem to be valued in public discourse about education. Drawing on a national dataset of student focus groups, it illustrates how students talk about themselves in educational contexts in a way that is entirely different and more complex than how they are conceptualised by an adult audience and symbolic elites. It demonstrates, contrary to dominant adult perceptions, the critical, communicative and creative use of language offered by young people when asked about their educational experiences, and highlights the potential innovation being missed by not listening.
    Original languageEnglish
    Pages (from-to)127-139
    Number of pages13
    JournalLondon Review of Education
    Issue number2
    Publication statusPublished - Jul 2013


    • Teenage talk
    • public discourse
    • voice
    • sociolinguistics

    ASJC Scopus subject areas

    • Education


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