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The call for student 'voice' to be 'heard', already part of several discourses in educational research, has now become an issue in physical education research in such topics as teacher-student interactions, dropout, equity, skill development, assessment and constructivist perspectives on teaching/learning strategies. However, little attention in either the mainstream or physical education literature has been paid to student 'voice' in curriculum making at the syllabus level. This paper, drawing on poststructuralist and feminist analyses, provides a critique of how student 'voice' has been positioned in curriculum innovation, drawing on an evaluation of a senior secondary school subject in Australia.
Brooker et al. (Fri,) studied this question.