This article introduces the concept of "visual voice" to facilitate a critical commentary on current discourses surrounding pupil participation in the design of learning environments for the future. The significance of material and spatial conditions constructing particular views of children and childhood is first discussed through some historical examples. Then, it is suggested that unpicking the complexity of the notion "the view of the child" is essential in developing critical awareness around possible frameworks for participation. Some historical and contemporary ways of viewing children's capacities as co-designers of their educational environments are discussed and this is followed by a critique of some approaches to participation in the design process current in the UK. Finally, through examples of some recent attempts to explore the meaning of "the visual culture of school" in an inter-disciplinary research setting, the article argues for a new approach to participation that engages children and adults in meaning making through layered narratives of the re-design of learning environments. (Contains 15 notes.)