Citations (53)
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Lotem Perry-Hazan & Anit Somech. (2023) Conceptualising student participation in school decision making: an integrative model. Educational Review 75:6, pages 1202-1223.
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Kathy Gibbs, Lukas Barker & Leah Le. (2023) “I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD. Australian Journal of Learning Difficulties 28:2, pages 155-171.
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Reza Ahmadi. (2023) Student voice, culture, and teacher power in curriculum co-design within higher education: an action-based research study. International Journal for Academic Development 28:2, pages 177-189.
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Sophie Mckenzie-Brook. (2023) Critical pedagogy and open dialogue – their parallels and importance for social work practice. Journal of Social Work Practice 37:1, pages 119-126.
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Rachel Finneran, Eve Mayes & Rosalyn Black. (2023) Pride and privilege: the affective dissonance of student voice. Pedagogy, Culture & Society 31:1, pages 1-16.
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Anthoula Kefallinou & Andrew Howes. (2022) Experiencing ‘inclusion’: a critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Reza Ahmadi. (2022) Students’ perceptions of student voice in assessment within the context of Iran: the dynamics of culture, power relations, and student knowledge. Higher Education Research & Development 41:2, pages 211-225.
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Angel Urbina-Garcia, Divya Jindal-Snape, Angela Lindsay, Lauren Boath, Elizabeth F. S. Hannah, Alexia Barrable & Anna K. Touloumakos. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal 30:1, pages 8-31.
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Jennifer Charteris, Adele Nye & Marguerite Jones. (2020) Deleuzian ‘interference’ and emergent listening in intern teacher assemblages: singing in the (ref)rain. International Journal of Qualitative Studies in Education 33:10, pages 1077-1088.
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Eve Mayes. (2020) Student voice in school reform? Desiring simultaneous critique and affirmation. Discourse: Studies in the Cultural Politics of Education 41:3, pages 454-470.
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Eve Mayes. (2019) The mis/uses of ‘voice’ in (post)qualitative research with children and young people: Histories, politics and ethics. International Journal of Qualitative Studies in Education 32:10, pages 1191-1209.
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Lucy Mercer-Mapstone, Rachel Guitman & Anita Acai. (2019) Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription. Teaching in Higher Education 24:6, pages 809-818.
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Himabindu Timiri & Roozbeh Shirazi. (2019) Legitimate subjects: diverse pedagogical practices and gendered subjectivities in high school classrooms. Journal of Gender Studies 28:2, pages 171-184.
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Thomas C. Pearce & Bronwyn E. Wood. (2019) Education for transformation: an evaluative framework to guide student voice work in schools. Critical Studies in Education 60:1, pages 113-130.
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Jennifer Charteris & Dianne Smardon. (2019) The politics of student voice: unravelling the multiple discourses articulated in schools. Cambridge Journal of Education 49:1, pages 93-110.
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Valgerður S. Bjarnadóttir & Guðrún Geirsdóttir. (2018) ‘You know, nothing changes’. Students’ experiences in influencing pedagogic practices in various upper secondary schools in Iceland
. Pedagogy, Culture & Society 26:4, pages 631-646.
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Leanne Coll, Mary O’Sullivan & Eimear Enright. (2018) ‘The Trouble with Normal’: (re)imagining sexuality education with young people. Sex Education 18:2, pages 157-171.
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Simon Brownhill & Ruby Oates. (2017)
Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years. Education 3-13 45:5, pages 658-670.
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Jennifer Charteris, Dianne Smardon, Ruth Foulkes & Sue Bewley. (2017) Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency. International Journal of Qualitative Studies in Education 30:6, pages 546-559.
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Jannette Elwood, Therese Hopfenbeck & Jo-Anne Baird. (2017) Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma. Research Papers in Education 32:1, pages 1-17.
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Rosalyn Black. (2015) Between policy and a hard pedagogical place: the emotional geographies of teaching for citizenship in low socio-economic schools. Pedagogy, Culture & Society 23:3, pages 369-388.
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Tessa L. Mearns, Do Coyle & Rick de Graaff. (2014) Aspirations and assumptions: a researcher's account of pupil involvement in school-based research. International Journal of Research & Method in Education 37:4, pages 442-457.
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Brooke Madden & HeatherE. McGregor. (2013) Ex(er)cising Student Voice in Pedagogy for Decolonizing: Exploring Complexities Through Duoethnography. Review of Education, Pedagogy, and Cultural Studies 35:5, pages 371-391.
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Janet Batsleer. (2011) Voices from an edge. Unsettling the practices of youth voice and participation: arts-based practice in The Blue Room, Manchester. Pedagogy, Culture & Society 19:3, pages 419-434.
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Rosalyn Black. (2011) Student participation and disadvantage: limitations in policy and practice. Journal of Youth Studies 14:4, pages 463-474.
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Helen Cahill. (2011) Drama as Transdisciplinary Practice: Using Systems Thinking Tools to Generate New Stories About HIV. NJ 35:1, pages 15-33.
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Alison Cook-Sather. (2010) Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry 40:4, pages 555-575.
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Andrée Gacoin. (2010) Youth voice and HIV prevention: discursive opportunities, limitations and productive impossibilities. Discourse: Studies in the Cultural Politics of Education 31:2, pages 165-178.
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Kate Cairns. (2009) A future to voice? Continuing debates in feminist research with youth. Gender and Education 21:3, pages 321-335.
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Articles from other publishers (24)
Sara Brolund de Carvalho, Maryam Fanni, Heidi Svenningsen Kajita, Jennifer Mack, Helena Mattsson, Svava Riesto & Meike Schalk. (2024) ‘You can simply say no’: Narrating the effects and affects of Danish and Swedish housing in crisis. Radical Housing Journal 6:1, pages 201-219.
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Jay Kennedy. (2023) Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity. Journal of Experiential Education 46:4, pages 455-473.
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Jetske Strijbos & Nadine Engels. (2023) Micropolitical strategies in student-teacher partnerships: Students’ and teachers’ perspectives on student voice experiences. Education, Citizenship and Social Justice.
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Jane Ndungu, Magnolia Ngcobo-Sithole & Andrew Gibbs. (2023) Describing an Online Co-development Process of VAWG Prevention Intervention Activities With Young High School Learners, in Eastern Cape Province, South Africa. Journal of Adolescent Research.
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Victoria Cooper. (2022) Child focused research: Disconnected and disembodied voices. Childhood 30:1, pages 71-85.
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Susan Groundwater-Smith. 2023. Living Well in a World Worth Living in for All. Living Well in a World Worth Living in for All
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Annette Stride, Ruth Brazier & Hayley Fitzgerald. (2022) Misguided and Modest: Reflections of Our Youth Voice Research. Frontiers in Sports and Active Living 4.
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Eve Mayes. 2022. Encyclopedia of Teacher Education. Encyclopedia of Teacher Education
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Yan Guo, Srabani Maitra & Shibao Guo. (2021) Exploring initial school integration among Syrian refugee children. International Migration 59:6, pages 172-185.
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Patrice W. Glenn Jones & Warren C. Hope. 2021. Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination
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Rosa Pilar Esteve-Faubel, Alba Oller-Benitez & María Pilar Aparicio-Flores. (2020) Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education. Sustainability 12:24, pages 10296.
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Erin Ronayne Sohr, Ayush Gupta, Brandon J. Johnson & Gina M. Quan. (2020) Examining the dynamics of decision making when designing curriculum in partnership with students: How should we proceed?. Physical Review Physics Education Research 16:2.
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Tommy Collin-Vallée, Geneviève Fortier-Moreau & Maryvonne Merri. (2019) Voix d’élèves en difficulté dans un dispositif d’entretien télévisé. Éducation et francophonie 47:1, pages 50-72.
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Patrice W. Glenn Jones & Warren C. Hope. 2019. Handbook of Research on Social Inequality and Education. Handbook of Research on Social Inequality and Education
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Cláudio Farias, Peter Andrew Hastie & Isabel Mesquita. (2017) Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions. European Physical Education Review 24:3, pages 269-291.
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Angela Ward. 2018. Radical Collegiality through Student Voice. Radical Collegiality through Student Voice
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Noelia Ceballos López, Teresa Susinos Rada & Ángela Saiz Linares. (2016) HOW CAN WE IMPROVE THROUGH PUPIL PARTICIPATION? AN INFANTS SCHOOL EXPERIENCE. Journal of Research in Special Educational Needs 16:S1, pages 583-586.
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Dorian L. McCoy & Dirk J. Rodricks. (2015) Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations. ASHE Higher Education Report 41:3, pages 1-117.
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Peter Felten, Julianne Bragg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Marie Pratt & Saranne Weller. (2013) A Call for Expanding Inclusive Student Engagement in SoTL. Teaching & Learning Inquiry The ISSOTL Journal 1:2, pages 63-74.
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Alison Cook‐Sather & Zanny Alter. (2011) What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology & Education Quarterly 42:1, pages 37-53.
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Anne GrahamRobyn Fitzgerald. (2010) Progressing children’s participation: Exploring the potential of a dialogical turn. Childhood 17:3, pages 343-359.
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Dianne L. Ferguson, Amy Hanreddy & Shawna Draxton. (2011) Giving students voice as a strategy for improving teacher practice. London Review of Education 9:1.
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