Policy as cultural artefact: value attributed to student voice in the field of Victorian policy production

The argument that class-based schooling inequities may be exacerbated through education policy enactment has been mounted by education policy researchers over several decades. Student voice is a popular educational policy focus with the promise of addressing schooling inequities. However, the concept of student voice is ambiguous with contestation over who has the authority to decide what can be considered ‘tokenistic’ or ‘authentic’ practice. Drawing on Bourdieu, I conceptualise student voice policy as a cultural artefact; a constituted taste created by professionals. Complementing policy analysis with interviews conducted with policy actors, I highlight the way value has been attributed to student voice practice by those occupying different positions in the field of student voice policy production (state, Catholic, and a Non-Government Organisation) in Victoria in 2019. I argue conceptualising policy as a cultural artefact helps illuminate the ways in which student voice policies have the potential to reinforce existing schooling inequities.