This paper focuses on two detailed empirical cases; it draws on and develops ideas presented by the authors in two previous papers (Robinson and Taylor, 2007; Taylor and Robinson, 2009). In the first paper (Robinson and Taylor, 2007) we explored the values underpinning Student Voice work and argued that four core values lie at the heart of this practice: communication as dialogue; the requirement for democratic, inclusive participation; a recognition of the unequal and problematic nature power relations; and the possibility for change and transformation. In the second paper (Taylor and Robinson, 2009) we focused on theorizing two of these values – those of power and participation. In this current paper we refine the theoretical understandings previously developed and apply them to two empirical examples of school-based student voice work, both of which took the form of students as researchers’ projects. We use these empirical cases to explore how power and participation manifest themselves within the operational aspects of specific student voice projects in schools, and take a detailed look at the micro processes of implementing student voice work as an educational practice within the school setting. The paper addresses the following research questions: • How are power relations and participation put into practice at the micro level of ‘doing’ the students as researchers projects? • How do teacher attitudes, school culture and institutional contexts impact on pupil empowerment and participation? The paper begins with an overview of the current situation with regards to student voice policy and practice, through a lens which focuses on power and participation. Historically, power dimensions within adult-pupil relationships in schools have always existed. In recent years, however, there has been a growing move in a number of Europe, as well as in other countries including Australia, Canada, New Zealand and USA, to reduce the existence of unequal power relations by giving consideration to pupils’ perspectives and ‘voices’, particularly in relation to their school experiences (Flutter, 2007; Fielding, 2008). The paper goes on to consider how many schools have now changed their practices and are engaging in ‘student voice work’. However, teachers’ interpretation of ‘giving pupils a voice’ varies enormously, depending on the beliefs, values and power relations embedded within school cultures and institutional contexts. It is these power relations, and how they influence and constrain pupil participation, on which this paper focuses. We will explore and analyse the narratives around the two cases in order to unpick and reflect upon the processes involved, and give consideration to ways in which issues of power and participation are ingrained elements within practices of school-based student voice work.

The empirical data drawn upon in this paper is based on original case studies of school-based students as researchers’ projects. Both cases take advantage of the benefits afforded by educational cases (Bassey, 2003) and offer a detailed interrogation of the students’ experiences. The cases exemplified comprise one primary and one secondary school. This paper uses a developing theorization of student voice work (Fielding, 2004) to analyse the detailed practices of student voice work as it is put into action within particular school contexts with specific groups of pupils. Reference is also made to issues of power operating in school settings, as outlined by other theorists, in particular, Giroux (1981, 1983).

This paper is concerned to continue to develop theoretical understanding of student voice / students as researchers approaches in order to explore empirical case studies. The detailed empirical focus enables us to highlight the micro level practices which impact on participation and explore the specificity of how these micro level practices are related to power and authority in school contexts. Reference is also made to the wider institutional cultures and social contexts which produce, and legitimate, inequalities of pupil participation.