Within inclusive education research, the call to foster participation stems from a generalized vision for promoting democratic practices within classrooms, prompting the concern for eliciting student “voices.” In this ethnographic study, I explore the utility of “voice” as a workable construct in securing participation within inclusive classrooms. Drawing on the concept of “pedagogic voice” (Madeline Arnot and Diane Reay 2007) that is premised on the ways pedagogic practices create particular kinds of identities, I examined the work of school staff and families in a first grade classroom, as they attempted to create the conditions for the emergence of student voices. Participants' differential positions within the school context clearly mediated the outcomes of their efforts. The importance of generative relationships in supporting voicing was also reinforced within the study, though its significance for students appeared to rest on its potential to secure their connectedness within the classroom community. [inclusive education, disability studies, participation, access, significant disability, families]
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