Learner voice has emerged in literature in the 21st century as a means to inform educational change in both developed and developing countries, including Nigeria. It is a rights-based movement and the focus in this work is to help democratise school practices to foster engagement of the perspectives of learners, as partners with teachers, in decision-making involving the curriculum, policies and practices in the context. Analysis of the concept herein is underpinned by social constructivist epistemologies. Learner voice practice challenges didactic pedagogies prevalent within the Nigerian educational system. Rather, the notion regards the learner as a co-creator of knowledge of classroom programmes and partner in school reforms within the context.