It is no coincidence, that disengagement from school by young adolescents has intensified at precisely the same time as there has been a hardening of educational policy regimes that have made schools less hospitable places for students and teachers. There can be little doubt from research evidence that as conditions conducive of learning in schools deteriorate through emphasis on accountability, standards, measurement, and high stakes testing, that increasing numbers of students of colour, from urban, working class, and minority backgrounds are making active choices that school is not for them. When students feel that their lives, experiences, cultures, and aspirations are ignored, trivialized, or denigrated, they develop a hostility to the institution of schooling. They feel that schooling is simply not worth the emotional and psychological investment necessary to warrant their serious involvement. This paper argues that producing the circumstances necessary to turn this situation around requires invoking a radically different kind of ethos and educational leadership--one that encourages and promotes the speaking into existence of authentic forms of student voice. (Contains 1 figure and 1 note.)