Reading
literature in the field, writing a manuscript, attending overseas conferences, talking with leading scientists — during all these scientific activities, we need to deliver our ideas precisely and concisely in English, a foreign language that we are trained by all means
throughout all our past
education.
Continuing my examination of student voice, I found a variety of
literature suggesting that student voice has locations
throughout the curriculum (Grace M., 1999), culture (Mitra, 2003), climate (Libbey, 2004; Galloway, Pope, & Osberg, 2007) the entire
education community (Fielding, 2001), and when appropriately dismantling the school / community binary,
throughout life in general (Alvermann & Eakle, 2007).