![]() ![]() The grain of sand is not just small and tiny as me, it is symbolizing that people can find vast truths in the. There are dangers, in the complexity and conceptual messiness of voice, of objectification if curricula simply foreground the UNCRC and are only concerned with utterances and the need to listen to children. This principle pours vitality into my veins. The focus here is on our attentiveness to voice in the application of learning involving a conceptual framework and our and our students' work. They are simultaneously required to be attentive to how they action children's voice in undertaking a small piece of research with children for assessment while being conscious of their own voice. The module explores the complexity of voice and recognises the bifurcated nature of the students' experience. The framework recognises the diverse needs of different participants in the module - students, lecturers, the university, and the young children who are absent from the university classroom yet who are the subject of learning - and posits understanding voice as a relation between discourse, its organising power and the social practices of people. Specifically, we work from a feminist standpoint in particular, we foreground Tronto's ethic of care as the foundation for student learning in our 'Finding a Voice' module. Kanevas main website is a site that has profiles, media, and games. This paper explores our conceptual approach to avoid this and a limiting conceit by ignoring our own power. Unlike Second Life and There, Kaneva has a myspace like quality to it. There are dangers of objectification if curricula simply foreground the UNCRC and are only concerned with utterances and the need to listen to children. ![]() There has been little explication of how university lecturers who are responsible for educating future practitioners approach the complexity and conceptual messiness of 'voice'. ![]()
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