Lived citizenship has emerged as a key concept in citizenship studies over the last two decades. A growing number of authors have applied ideas of lived citizenship as a generative approach to recognise the embodied, relational and lived experiences of being a citizen in everyday life. However, lived citizenship currently lacks conceptual clarity and framing which weakens its analytical power and potential. In this paper we consider the theoretical origins, current applications and development of lived citizenship in order to clarify it as a concept and consider possibilities for its future. We propose a conceptual framing underpinned by four dimensions of lived citizenship (spatial, intersubjective, performed and affective) to serve as a starting point to sharpen and define this emerging field. We then explore these dimensions through three domains of scholarship, of children and youth, asylum seekers, and city-regional dwellers to illustrate the potential of a lived citizenship approach. We conclude by examining some of the implications of this concept as well as its limitations, with the aim of opening a dialogue with inter-disciplinary scholars to help us to further conceptualise this emerging field and widen its future possibilities.

In the context of neoliberal and neoconservative educational reforms, student voice work is faced with a number of potential difficulties in creating the conditions, skills and dispositions necessary for student empowerment. One of the key challenges is evaluating whether student voice initiatives are effective, relevant and transformative. Through a systematic literature review of contemporary student voice literature from the past 10 years, the article proposes an evaluative framework to measure the extent to which student voice contributes to socially transformative educational practices in primary and secondary schools This framework suggests that transformative voice work should be dialogic, intergenerational, collective and inclusive, and transgressive. It argues that the interaction of these four themes forms a set of principles or building blocks which collectively underpin transformative student voice work. The purpose of such an evaluative framework is not to provide a normative benchmarking tool, but rather, to serve as a reflective dialogical tool that could guide teachers and students towards genuine transformation of institutional structures and individual practices as well as informing policy makers, practitioners and researchers.