Conceptualising an inclusive approach to student voice in higher education: A heuristic inquiry

Abstract

Higher education seeks the student voice through various approaches. However, including students with diverse learner needs (DLN) in these approaches poses challenges when hierarchy is present. Through self-reflection and collaboration with co-researchers, I engaged in heuristic inquiry to develop a framework for engaging in an inclusive approach to gathering student voice. Nine co-researchers completed 14 individual conversational interviews with me to discuss their student voice experiences in higher education. Five key themes emerged: (1) needing a trauma-informed safe space to regulate emotions, (2) removing judgement through implementing trauma-informed practice, (3) embracing understanding and representation to enable authentic interaction, (4) removing fear by humanising those in positions of power, and (5) needing choice and autonomy. These themes demonstrated DLN students’ desire to cease masking and become more autonomous and authentic in their experiences, thereby moving toward partnership approaches. Drawing on these themes, I an inclusive student voice (ISV) approach and recommendations for practice