此文概述在英國有關學生意見與選擇的一項爭論，探討與學生商議教學的重要性。文章提出有別於以往對於學生意見和教學法之論述，並詳盡闡述BasilBernstein 關於教學上的民主權利以及評斷民主教育的標準。其又略述一項針對兩所使用此教學概念之高中的研究計畫，向校內來自不同社經背景的男女同學詢問他們與教師之間的溝通經驗，亦即在教育中的權力關係和代理的可能性。文末結以與學生商議有關自身教育，需考慮不同的說話方式，不同引導學生表達意見，以及察覺社會不平等下，如何鞏固新自由主義者對於意見與選擇的關注。

This article outlines the debate in the UK about student voice and choice, the interest in consulting students about their learning. It argues for a different approach to student voice and pedagogy which develops the theory of Basil Bernstein about pedagogic democratic rights and as the criteria with which to judge democratic educational provision. It outlines a research project in two secondary (high) schools which employed these notions of rights to ask male and female students for different socio-economic backgrounds how they experienced teacher-student communication, the power relations within education and the possibilities of agency. The article concludes with the view that student con- sultation processes need to consider different types of talk, different mechanisms for the elicitation of student voice, and an awareness of how social inequalities can be aggravated by neo-liberal interests in voice and choice.