The first stage of an action-research project focused on school participatory processes and practices in two junior secondary schools in a semi urban setting in Nigeria. Findings indicated students desired increased participation in their school decision making and learning processes (Ruddock and McIntyre, 2007). Cultural practices were militating factors (Onyene, Mbah and Oluwole, 1999). The absence of a culture of participation within the schools prevented the development of pedagogical relationships between teachers and students (Pianta, 1999). The school administration implemented strategies to develop processes of participation and pedagogical relationships to enhance the quality of learning and to prepare young people for active cultural, economic and political participation for when they transcend into the real society (Imam, 2014). This paper presents a theoretical framework to include the voice movement in schools as a reflection of democratic structures of society at large (Dundar, 2013). The framework supports a rethink of old ways of running schools, with the development of new partnerships between the Academy and schools to use evidence that connects practice with research (Imam, Forthcoming). Listening to young people (Flutter, and Ruddock, 20014) informs the creation of opportunities for them to pursue their aspirations and interests, that align with their understanding of their future roles as citizens of their community and nation state (Bahou, 2011). Educational leaders need to let go of cultural practices which, constitute barriers to young people's participation in school processes and their learning. The new processes and practices of participation that guard against marginalisation and discrimination (UNDP, 2015) may facilitate the development of knowledge, talents and skills, which enable young people’s active participation in national life (Elias & Kress, 1994). Educational leadership strategies in schools that incorporate a theoretical framework of participation through action-research may positively impact the realisation of global strategies for full employment in cohesive societies in Nigeria and beyond (Brundrett and Rhodes, 2014).

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