Commentary

From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue

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Abstract

This commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence from this Special Issue that all learners have the potential to engage fully in education systems and processes, the commentary concludes that the question why involve learners should change to ask questions of those who do not involve learners as a matter of course in educational decisions that impact on both the individual and society.

Keywords: SELF-ASSESSMENT, PEER ASSESSMENT, LEARNER PARTICIPATION, CONSULTATION, EDUCATIONAL IMPROVEMENT

How to Cite:

Hayward, L., (2013) “From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue”, London Review of Education 11(2), 184–189. doi: https://doi.org/10.1080/14748460.2013.799814