Re-thinking power in student voice as games of truth: dealing/playing your hand

References

• Bishop, P., and S. Pflaum. 2005. “Student Perceptions of Action, Relevance, and Pace.” Middle School Journal 36 (4): 4–12.
   Google Scholar
• Boler, M. 1997. “Taming the Labile Other: Disciplined Emotions in Popular and Academic Discourses.” In Philosophy of Education, edited by S. Laird, 258–270. Champaign, IL: Philosophy of Education Society.
   Google Scholar
• Bragg, S. 2001. “Taking a Joke: Learning from the Voices We Don’t Want to Hear.” Forum 43 (2): 70–73.10.2304/forum
   Google Scholar
• Bragg, S. 2007a. “‘But I listen to children anyway!’ – Teacher Perspectives on Pupil Voice.” Educational Action Research 15 (4): 505–518.10.1080/09650790701663973
   Google Scholar
• Bragg, S. 2007b. “‘Student voice’ and Governmentality: The Production of Enterprising Subjects?” Discourse: Studies in the Cultural Politics of Education 28 (3): 343–358.
   Google Scholar
• Clark, C. 1999. “The Autodriven Interview: A Photographic Viewfinder into Children’s Experience.” Visual Sociology 14: 39–50.10.1080/14725869908583801
   Google Scholar
• Clark/Keefe, K. 2014. “Suspended Animation: Attuning to Material-Discursive Data and Attending via Poesis during Somatographic Inquiry.” Qualitative Inquiry 20 (6): 790–800.10.1177/1077800414530263
   Web of Science ®Google Scholar
• Clark-Ibanez, M. 2004. “Framing the Social World with Photo-elicitation Interviews.” American Behavioral Scientist 47 (12): 1507–1527.10.1177/0002764204266236
   Web of Science ®Google Scholar
• Collier, M. 2001. “Approaches to Analysis in Visual Anthropology.” In Handbook of Visual Analysis, edited by T. Leeuwen and C. Jewitt, 35–60. Albuquerque: University of New Mexico.
   Google Scholar
• Collins, S. 2004. “Ecology and Ethics in Participatory Collaborative Action Research: An Argument for the Authentic Participation of Students in Eduational Research.” Educational Action Research 12 (3): 347–362.10.1080/09650790400200255
   Google Scholar
• Cox, S., and A. Robinson-Pant. 2008. “Power, Participation and Decision Making in the Primary Classroom: Children as Action Researchers.” Educational Action Research 16 (4): 457–468.10.1080/09650790802445643
   Google Scholar
• Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. Minneapolis: University of Minnesota Press.
   Google Scholar
• Ellsworth, E. 1992. “Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” In Feminisms and Critical Pedagogy, edited by C. Luke and J. Gore, 90–119. New York: Routledge.
   Google Scholar
• Emerald, E., and L. Carpenter. 2015. “Vulnerability and Emotions in Research: Risks, Dilemmas, and Doubts.” Qualitative Inquiry 21 (8): 741–750.10.1177/1077800414566688
   Web of Science ®Google Scholar
• Fielding, M. 2004. “‘New wave’ Student Voice and the Renewal of Civic Society.” London Review of Education 2 (3): 197–217.10.1080/1474846042000302834
   Google Scholar
• Flutter, J., and J. Rudduck. 2004. Pupil Participation: What’s in It for Schools?. London: RoutledgeFalmer.
   Google Scholar
• Fornet-Betancourt, R., H. Becker, A. Gomez-Muller, and J. Gauthier. 1987. “The Ethic of Care for the Self as a Practice of Freedom: An Interview with Michel Foucault on January 20, 1984.” Philosophy Social Criticism 12: 112–131.10.1177/019145378701200202
   Web of Science ®Google Scholar
• Foucault, M. 1977. Discipline and Punish: The Birth of the Prison. New York: Vintage.
   Google Scholar
• Foucault, M. 1980a. “Truth and Power.” In Power/Knowledge: Selected Interviews and Other Writings 1972–1977, edited by C. Gordon, 109–133. London: Harvester.
   Google Scholar
• Foucault, M., ed. 1980b. Power/Knowledge: Selected Interviews and Other Writings 1972–1977. New York: Vintage Books.
   Google Scholar
• Foucault, M. 1982. “The Subject and Power.” Critical Inquiry 8 (4): 777–795.10.1086/448181
   Web of Science ®Google Scholar
• Foucault, M. 1988. “The Ethic of Care for the Self as a Practice of Freedom: An Interview.” In The Final Foucault, edited by J. Bernauer and D. Rasmussen, 1–20. Cambridge, MA: MIT Press.
   Google Scholar
• Foucault, M. 1990. The History of Sexuality, Volume I: An Introduction. Translated by R. Hurley and edited by Vintage Books Edition. New York: Vintage Books.
   Google Scholar
• Foucault, M. 1994. “Prisons et asiles dans le mecanisme du pouvoir [Prisons and Asylums in the Mechanism Power].” Translated by C. O’Farrell. In Dits et Ecrits vol. 11 [Dits and Writings], 523–524. Paris: Gallimard.
   Google Scholar
• Frost, R. 2007. “Developing the Skills of Seven- and Eight-year Old Researchers: A Whole Class Approach.” Educational Action Research 15 (3): 441–458.10.1080/09650790701514796
   Google Scholar
• Gallacher, L., and M. Gallagher. 2008. “Methodological Immaturity in Childhood Research? Thinking through ‘participatory methods.’” Childhood 15 (4): 499–516.10.1177/0907568208091672
   Web of Science ®Google Scholar
• Gergen, K. 2003. “Action Research and Orders of Democracy.” Action Research 1 (1): 39–56.10.1177/14767503030011004
   Google Scholar
• Gore, J. 1995. “On the Continuity of Power Relations in Pedagogy.” International Studies in Sociology of Education 5 (2): 165–188.10.1080/0962021950050203
   Google Scholar
• Gore, J. 2002. “Pedagogy, Power, and Bodies: On the Un(der)- Acknowledged Effects of Schooling.” In Body Movements: Pedagogy, Politics, and Social Change, edited by S. Shapiro and S. Shapiro, 75–95. Cresskill, NJ: Hampton Press.
   Google Scholar
• Jackson, A., and L. Mazzei. 2012. Thinking with Theory in Qualitative Research. New York: Routledge.
   Google Scholar
• Lodge, C. 2005. “From Hearing Voices to Engaging in Dialogue: Problematising Student Participation in School Improvement.” Journal of Educational Change 6: 125–146.10.1007/s10833-005-1299-3
   Google Scholar
• Lodge, C. 2009. “About Face: Visual Research Involving Children.” Education 3–13 37 (4): 361–370.10.1080/03004270903099926
   Google Scholar
• MacLure, M. 2009. “Broken Voices, Dirty Words: On the Productive Insufficiency of Voice.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Jackson and L. Mazzei, 97–113. London: Routledge.
   Google Scholar
• MacLure, M. 2010. “The Offence of Theory.” Journal of Education Policy 25: 277–286.10.1080/02680930903462316
   Web of Science ®Google Scholar
• MacLure, M. 2011. “Qualitative Inquiry: Where Are the Ruins?” Qualitative Inquiry 17 (10): 997–1005.10.1177/1077800411423198
   Web of Science ®Google Scholar
• MacLure, M. 2013. “The Wonder of Data.” Cultural Studies – Critical Methodologies 13 (4): 228–232.10.1177/1532708613487863
   Google Scholar
• MacNaughton, G. 2005. Doing Foucault in Early Childhood Studies: Applying Post-structural Ideas. New York: Routledge.10.4324/9780203465332
   Google Scholar
• Mazzei, L., and A. Jackson. 2012. “Complicating Voice in a Refusal to ‘let participants speak for themselves.’” Qualitative Inquiry 18 (9): 745–751.10.1177/1077800412453017
   Web of Science ®Google Scholar
• McCarthy, T. 1981. The Critical Theory of Jurgen Habermas. Cambridge, MA: MIT Press.
   Google Scholar
• McGregor, J. 2004. “Space, Power and the Classroom.” Forum 46 (1): 13–18.10.2304/forum
   Google Scholar
• Mitra, D. 2008. “Balancing Power in Communities of Practice: An Examination of Increasing Student Voice through School-based Youth–Adult Partnerships.” Journal of Educational Change 9: 221–242.10.1007/s10833-007-9061-7
   Google Scholar
• Morgan, B. 2011. “Consulting Pupils about Classroom Teaching and Learning: Policy, Practice and Response in One School.” Research Papers in Education 26 (4): 445–467.10.1080/02671520903330992
   Web of Science ®Google Scholar
• Peters, M. 2004. “Educational Research: ‘Games of Truth’ and the Ethics of Subjectivity.” Journal of Educational Policy 5 (2): 50–63.
   Google Scholar
• Reinsvold, L., and K. Cochran. 2012. “Power Dynamics and Questioning in Elementary Science Classrooms.” Journal of Science Teacher Education 23: 745–768.10.1007/s10972-011-9235-2
   Google Scholar
• Robinson, C. 2011. “Children’s Rights in Student Voice Projects: Where Does the Power Lie?” Education Inquiry 2 (3): 437–451.
   Google Scholar
• Robinson, C., and C. Taylor. 2012. “Student Voice as a Contested Practice: Power and Participation in Two Student Voice Projects.” Improving Schools 16 (1): 32–46.
   Google Scholar
• Rudduck, J. 2007. “Student Voice: Student Engagement, and School Reform.” In International Handbook of Student Experience in Elementary and Secondary School, edited by D. Thiessen and A. Cook-Sather, 587–610. Dordrecht: Springer.10.1007/1-4020-3367-2
   Google Scholar
• Smyth, J. 2006. “‘When students have power’: Student Engagement, Student Voice, and the Possibilities for School Reform around ‘dropping out’ of School.” International Journal of Leadership in Education 9 (4): 285–298.10.1080/13603120600894232
   Google Scholar
• St. Pierre, E. 1997. “Methodology in the Fold and the Irruption of Transgressive Data.” International Journal of Qualitative Studies in Education 10 (2): 175–189.10.1080/095183997237278
   Google Scholar
• St. Pierre, E., A. Jackson, and L. Mazzei. 2016. “New Empiricisms and New Materialisms: Conditions for New Inquiry.” Cultural Studies – Critical Methodologies 16 (2): 99–110.10.1177/1532708616638694
   Web of Science ®Google Scholar
• Tamboukou, M. 1999. “Writing Genealogies: An Exploration of Foucault’s Strategies for Doing Research.” Discourse: Studies in the Cultural Politics of Education 20 (2): 201–217.
   Google Scholar
• Taylor, E. 2002. “Using Still Photography in Making Meaning of Adult Educators’ Teaching Beliefs.” Studies in the Education of Adults 34 (2): 123–139.10.1080/02660830.2002.11661466
   Google Scholar
• Taylor, C., and C. Robinson. 2009. “Student Voice: Theorising Power and Participation.” Pedagogy, Culture and Society 17 (2): 161–175.10.1080/14681360902934392
   Google Scholar
• Thomson, P., and R. Holdsworth. 2003. “Theorizing Change in the Educational ‘field’: Re-readings of ‘student participation’ Projects.” International Journal of Leadership in Education 6 (4): 371–391.10.1080/1360312032000150751
   Google Scholar
• Thornberg, R. 2010. “School Democratic Meetings: Pupil Control Discourse in Disguise.” Teaching and Teacher Education 26: 924–932.10.1016/j.tate.2009.10.033
   Web of Science ®Google Scholar
• Toll, C., and T. Crumpler. 2004. “Everything is Dangerous: Pastoral Power and University Researchers Conducting Interviews.” In Dangerous Coagulations: The Use of Foucault in the Study of Education, edited by B. Baker and K. Heyning, 385–405. New York: Peter Lang.
   Google Scholar
• Weiler, K. 1991. “Freire and a Feminist Pedagogy of Difference.” Harvard Educational Review 61: 449–475.10.17763/haer.61.4.a102265jl68rju84
   Web of Science ®Google Scholar