Student participation in school decision-making and reform processes has taken inspiration from reconceptualisations of childhood. Advocates for student voice argue for the repositioning of children and young people in relation to adults in schools. This article works with data from a multi-sited case study of three primary schools and students’, teachers’ and school leaders’ accounts of their student voice practices. We consider the relationships between students in student voice activities in primary schools, and the possibilities and ambivalences of representative students ‘speaking for’ other students. We integrate recent insights from moves beyond voice in childhood studies, and from the turn to listening in cultural studies, and raise questions for students, teachers and researchers who seek to encourage student voice in primary schooling.

中文翻译：

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小学学生声音的挑战：学生“有发言权”和“为他人说话”

学生参与学校决策和改革过程的灵感来自于对童年的重新认识。学生声音的倡导者主张重新定位儿童和年轻人与学校成年人的关系。本文使用来自三所小学的多站点案例研究以及学生、教师和学校领导对其学生语音实践的描述。我们考虑了小学学生声音活动中学生之间的关系，以及代表学生为其他学生说话的可能性和矛盾心理。我们整合了儿童研究中超越声音的最新见解，以及从文化研究转向倾听的最新见解，并向寻求鼓励学生在小学阶段发声的学生、教师和研究人员提出问题。