Title: Shifting power at school: youth participation in teacher professional learning settings as educational innovation
Addresses: College of Education, University of Washington, Miller Hall 302B, 2012 Skagit Lane, Seattle, WA 98105, USA
Abstract: This study explores the non-normative inclusion of students in teacher professional learning settings. It demonstrates the potential for change in top-down power relationships between teachers and students when students are included as legitimate participants in educational innovation and improvement efforts. In this community-based design research (Bang et al., 2015) in one urban indigenous school in Thailand, we found that the legitimate participation (Lave and Wenger, 1991) of students in dynamic, integral roles in teachers' professional learning was key in shifting power through (1) student ownership of ideas and (2) dialogue to shift teachers' deficit frames of students' expertise.
Keywords: student voice; agency; legitimate participation; Tutoría; professional learning reform; heterogeneity in learning; indigenous education; 'indigenous highland' education; Thailand.
International Journal of Innovation in Education, 2017 Vol.4 No.2/3, pp.107 - 125
Received: 02 Nov 2016
Accepted: 31 May 2017
Published online: 15 Nov 2017 *