Within middle schooling philosophy student voice is identified as a way to engage young adolescent students with learning and feelings of belonging at school. Teachers are encouraged to co-construct responsive pedagogy and curriculum with their students. However, locating student voice in classrooms, governed as these are by entrenched student and teacher roles, renders student influence problematic. This article illustrates through discourse analysis the discursive intricacies one middle grades class encountered when the students and teacher interacted as pedagogical partners within collaborative action research to revitalise reflection pedagogy in their class program. The interplay between authoritative and dialogic discourses that emerged in the project, contextualised through the analysis of classroom talk, examines the micropolitics at play within the student/teacher partnership. The article illustrates student voice work as simultaneously a nexus for transformation and a problematic alliance when students and teachers work together as partners to co-produce pedagogy and curriculum.

中文翻译：

---

教学决策中的学生声音：转型与问题联盟的关系

在中学教育理念中，学生的声音被认为是一种让青少年学生参与学校学习和归属感的方式。鼓励教师与学生共同构建响应式教学法和课程。然而，在课堂上定位学生的声音，因为这些是由根深蒂固的学生和教师角色所控制，使学生的影响成为问题。本文通过话语分析说明了当学生和教师在协作行动研究中作为教学伙伴进行互动以振兴课堂计划中的反思教学法时，一个中年级班级遇到的复杂的话语。项目中出现的权威性话语和对话性话语之间的相互作用，通过对课堂谈话的分析进行情境化，检查在学生/教师伙伴关系中起作用的微观政治。这篇文章说明，当学生和教师作为合作伙伴共同制作教学法和课程时，学生声音工作既是转型的纽带，也是有问题的联盟。