Centering Student Voice in Literacy Research

Abstract

Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti fi c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.