Sharing power and vision: Student, family, and teacher voices in educational research

Group Submission Type: Formal Panel Session

Proposal

At the 2022 United Nation’s Transforming Education Summit, the Secretary General addressed his opening remarks to, “Dear young people, teachers, parents, and partners.” Youth and children were the first addressed, followed by teachers and parents, in recognition of their importance in education system transformation efforts but the often-neglected participation in high-level meetings and educational planning. Educational research too often positions young people, families, and educators as subjects of research without giving enough attention to their roles as active collaborators and drivers of research (Maynes, Levinson, & Vavrus, 2021; Morris & Naem, 2023). This panel looks at both how to ensure youth and children, family, and teacher voices are centered in educational research, and how these education actors view the future of education and current gaps in education systems, including the role of digital learning and technology. The panel starts with a conceptual overview of power in educational research and the importance of centering students’, families’ (caregivers), teachers’ voices in educational research alongside three empirical studies in global contexts and case studies in Bangladesh, Tanzania (Zanzibar), and Mexico.

Student voices and perspectives are critical to envisioning education, especially in a digital society and age. Gen Z is the first generation that has grown up fully immersed in a digital environment–one dominated by social media, distance learning, Internet, and artificial intelligence– radically different from the digital environment that their parents/caregivers grew up in (Haidt, 2024). Gen Z youth’s expectations and vision of what education can and should be is undoubtedly influenced by the changing society and digital environment. Yet, Gen Z is not a monolith, and experiences vary greatly by region and country, as well as urban/rural, socioeconomic, and other intersecting demographics. Intergenerational conversations and research between students, families, and teachers across geographies and demographics are critical to building greater trust between schools and communities and encourage interaction, exchange, and foster mutual development among two or more generations (Canedo-García et al., 2017; Strike, 2004). Intergenerational conversations are also critical for developing a shared vision on education that is realistic, responsive and helps promote greater equity, inclusion, and quality (Naem & Morris, 2023). In this panel, student perspectives on their vision of education are spotlighted, as well as how families and educators are responding to students’ visions and solutions. In one of the presentations, a civil-society organization in Zanzibar, Tanzania that is leading intergenerational research on family, school, and community engagement looks at how students, families, and teachers see the role of education in society differently, their visions on teaching and learning, and the disconnects between the promise of education and students' own lived experiences.

This panel also highlights the importance of family voices in educational research. Family perspectives are also critical to ensuring education is high quality, inclusive, equitable and relevant, but they are often positioned outside of the system and designated a limited role in engaging with education institutions (Epstein et al. 2021, Mapp et al, 2022; Morris and Nora, 2024; Winthrop et al., 2021). Families are trying to navigate education with their children in a shifting environment influenced by digital advances, climate change, and increased concerns over physical and mental well-being. While there is substantial evidence in the Global North on the importance of families in promoting student learning and development, and in furthering and sustaining education reform/transformation efforts, resources and support for family, school, and community engagement research in the Global South is lacking. Furthermore, there are few international education spaces where family, school, and community engagement is a dedicated topic and where researchers and practitioners can come together to elevate family voices — including within CIES. In a case study in Bangladesh, presenters in a collaborative research effort between a community-based organization and a research institution work with secondary school families to examine what parents/caregivers think education can and should be and examines the disconnect between families’ desires to see education technology integrated into schools and the reality of how this can be done in rural secondary schools across the country to ensure technology supports greater quality and more inclusive teaching and learning.

The final presentation looks at teacher voices and how critical educators are in the planning and design of research. While teachers are often subjects of educational research, their involvement and agency in driving research is critical. For pedagogical reforms to become part of classroom practice, it is important for policymakers to see local teachers as professionals with deep understanding of the challenges and constraints of the local context. If teachers see the proposed pedagogical reforms as misaligned with the culture, local education ecosystems, and preferred learning theories, the reform is unlikely to become part of classroom practice (Tabulawa, 2013). In a case study in three states of Mexico, a civil society organization and research institution lead a collaborative research effort to examine the socially-influenced, intangible elements that deeply impact teachers’ pedagogical approaches such as culture, local education ecosystems, and prevailing learning theories. The findings aim to inform contextualized and relevant pedagogical reforms that consider teachers’ voices and agency in the classroom.

In order to ensure the perspectives of “young people, teachers, parents” are central to educational research, concerted efforts to share power and vision in the design, implementation and dissemination of research is critical. This panel demonstrates how collaborative research approaches can leverage intergenerational dialogues to ensure children and youth voices are centered in research alongside those of families and educators.

Sub Unit

• Cultural Contexts of Education and Human Potential SIG

Chair

• Emily Markovich Morris, The Brookings Institution

Individual Presentations

• Rural Students’ Beliefs and Perspectives on the Role of Education in Society and Beliefs on Teaching and Learning - Khadija A Shariff, Milele Zanzibar Foundation; Emily Markovich Morris, The Brookings Institution

• Why Family Voice and Partnerships are Critical to Educational Research and Policy Development - Richaa Hoysala, The Brookings Institution; Nasrin Siddiqa, Education and Cultural Society

• The Importance of Teachers’ Voices in Collaborative Research in Mexico - Rachel Jordan Dyl, The Brookings Institution; Gabriela Lozano Campos, Education for Sharing

Discussant

• Jose Cossa, Pennsylvania State University