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"It's not my place to speak": socioeconomically disadvantaged students and the university lecture.

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Title: "It's not my place to speak": socioeconomically disadvantaged students and the university lecture.
Authors: Aitken, Ro, Harford, Judith, Mahon, Áine
Source: Educational Review. Feb2026, Vol. 78 Issue 2, p168-180. 13p.
Subjects: Socioeconomically disadvantaged students, Lectures & lecturing, Student teachers, Cavell, Stanley, 1926-2018, Teacher education
Abstract: In this article, we explore the concept of student voice as it comes to life in the high-stakes setting of the university lecture, and as it is specifically experienced through the perspective of student teachers from educationally disadvantaged backgrounds. Drawing on the philosophical work of Stanley Cavell, we examine how student voice can be lost, frozen, or otherwise crowded out in the lecture setting. Based on an analysis of data garnered through 23 interviews with student teachers, we argue that the higher purpose of the lecture setting is alien to students from disadvantaged backgrounds who feel isolated, othered and ultimately silenced in a middle-class environment whose benevolence has admitted them but whose privilege controls and limits their participation. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: "It's not my place to speak": socioeconomically disadvantaged students and the university lecture.
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  Data: In this article, we explore the concept of student voice as it comes to life in the high-stakes setting of the university lecture, and as it is specifically experienced through the perspective of student teachers from educationally disadvantaged backgrounds. Drawing on the philosophical work of Stanley Cavell, we examine how student voice can be lost, frozen, or otherwise crowded out in the lecture setting. Based on an analysis of data garnered through 23 interviews with student teachers, we argue that the higher purpose of the lecture setting is alien to students from disadvantaged backgrounds who feel isolated, othered and ultimately silenced in a middle-class environment whose benevolence has admitted them but whose privilege controls and limits their participation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2025.2451122
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        Text: English
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      – SubjectFull: Socioeconomically disadvantaged students
        Type: general
      – SubjectFull: Lectures & lecturing
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Cavell, Stanley, 1926-2018
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      – SubjectFull: Teacher education
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      – TitleFull: "It's not my place to speak": socioeconomically disadvantaged students and the university lecture.
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              Text: Feb2026
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              Y: 2026
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