7,908
Views
343
CrossRef citations to date
0
Altmetric
Articles

Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

Pages 359-390 | Published online: 07 Jan 2015

References

  • Alcoff, L. M. (1995). The problem of speaking for others. In L. A. Bell & D. Blumfeld (Eds.), Overcoming racism and sexism (pp. 229–254). Lanham, MD: Rowman & Littlefield.
  • Alderson, P. (1999). Human rights and democracy in schools: Do they mean more than “picking up litter and not killing whales”? International Journal of Children’s Rights, 7, 185–205.
  • Arnot, M., McIntyre, D., Pedder, D., & Reay, D. (2004). Consultation in the classroom: Developing dialogue about teaching and learning. Cambridge, UK: Pearson.
  • Atweh, B., & Burton, L. (1995). Students as researchers: Rationale and critique. British Educational Research Journal, 21(5), 561–575.
  • Ballenger, C. (in press). Teaching as research: Puzzling over words with fourth graders. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Banks, J. (Ed.). (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. New York: Teachers College Press.
  • Berman, E. H. (1984). State hegemony and the schooling process. Journal of Education, 166(3), 239–253.
  • Bradley, B. S., Deighton, J., & Selby, J. (2004). The “voices” project: Capacity building in community development for youth at risk. Journal of Health Psychology, 9(2), 197–212.
  • Bragg, S. (2001). Taking a joke: Learning from the voices we don’t want to hear. Forum, 43(2), 70–73.
  • Bragg, S. (in press). “It’s not about systems, it’s about relationships”: Building a listening culture in a primary school. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Brown, K. (2002). The right to learn: Alternatives for a learning society. London and New York: Routledge/Falmer.
  • Bullough, R. V. Jr., & Gitlin, A. (2001). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland.
  • Burbules, N. C. (1986). A theory of power in education. Educational Theory, 36(2), 95–114.
  • Commeyras, M. (1995). What can we learn from students’ questions? Theory Into Practice, 43(2), 101–106.
  • Cook-Sather, A. (2002a). Find out what it means to me: RESPECT. Academic Exchange Quarterly, 6(1), 168–173.
  • Cook-Sather, A. (2002b). Authorizing student perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3–14.
  • Cook-Sather, A. (2003). Movements of mind: The matrix, metaphors, and re-imagining education. Teachers College Record, 105(6), 946–977.
  • Cook-Sather, A. (2006). “Change based on what students say”: Preparing teachers for a more paradoxical model of leadership. International Journal of Leadership in Education, 9(4), 345–358.
  • Cook-Sather, A. (in press). Translating researchers: Re-imagining the work of investigating students’ experiences in school. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Cook-Sather, A., & Shultz, J. (2001). Starting where the learner is: Listening to students. In J. Shultz & A. Cook-Sather (Eds.), In our own words: Students’ perspectives on school (pp. 1–17). Lanham, MD: Rowman & Littlefield.
  • Crane, B. (2001). Revolutionising school-based research. Forum, 43(2), 54–55.
  • Cremin, L. (1961). The transformation of the school: Progressivism in American education, 1876–1957. New York: Knopf.
  • Cruddas, L. (2001). Rehearsing for reality: Young women’s voices and agendas for change. Forum, 43(2), 62–65.
  • Cruddas, L., & Haddock, L. (2003). Girls’ voices: Supporting girls’ learning and emotional development. Stoke on Trent, UK: Trentham Books.
  • Dahl, K. (1995). Challenges in understanding the learner’s perspective. Theory Into Practice, 43(2), 124–130.
  • Danaher, P. A. (1994). Pupil perceptions of the teacher education practicum: The results of two surveys administered in a Melbourne independent secondary school. Journal of Education for Teaching, 21, 25–35.
  • Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
  • Darling-Hammond, L. (2004). From “separate but equal” to “no child left behind”: The collision of new standards and old inequalities. In D. Meier & G. Wood (Eds.), Many children left behind (pp. 3–32). Boston: Beacon Press.
  • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–298.
  • Department of Education and Skills (DfES). (2004). Working together: Giving children and young people a say. London: Author.
  • Duckworth, E. (1987). The virtues of not knowing. In “The having of wonderful ideas” and other essays on teaching and learning (pp. 64–79). New York: Teachers College Press.
  • Ellsworth, E. (1992). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 90–119). New York: Routledge.
  • Fielding, M. (2001a). Students as radical agents of change. Journal of Educational Change, 2(3), 123–141.
  • Fielding, M. (2001b). Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling? Forum, 43(2), 100–110.
  • Fielding, M. (2004a). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311.
  • Fielding, M. (2004b). “New wave” student voice and the renewal of civic society. London Review of Education, 2(3), 197–217.
  • Fielding, M., & McGregor, J. (2005). Deconstructing student voice: New spaces for dialogue or new opportunities for surveillance? Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec.
  • Fine, M., Torre, M. E., Burns, A., & Payne, Y. (in press). Youth research/participatory methods for reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Fine, M., Roberts, R. A., & Torre, M. E. (with Bloom, J., Burns, A., Chajet, L., Guishard, M., & Payne, Y. A.). (2004). Echoes of Brown: Youth documenting and performing the legacy of Brown v. Board of Education. New York: Teachers College Press.
  • Flutter, J., & Rudduck, J. (2004). Consulting pupils: What’s in it for schools? London: Routledge/Falmer.
  • Franklin. B. M. (2000). Curriculum & consequence: Herbert M. Kliebard and the promise of schooling. New York: Teachers College Press.
  • Freire, P. (1990). Pedagogy of the oppressed. New York: Continuum.
  • Freire, P. (1998). Pedagogy of freedom. Lanham, MD: Rowman & Littlefield.
  • Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
  • Gallagher, K., & Lortie, P. (in press). Building theories of their lives: Youth engaged in drama research. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Galloway, M., Pope, D., & Osberg, J. (in press). Stressed out students–SOS: Youth perspectives on changing school climates. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Gersch, I. (1996). Listening to children in educational contexts. In R. Davie, G. Upton, & V. Varma (Eds.), The voice of the child: A handbook for professionals (pp. 27–48). London: Falmer.
  • Gilbert, P. (1989). Writing, schooling, and deconstruction. London: Routledge.
  • Giroux, H. A. (1985). Critical pedagogy, cultural politics, and the discourse of experience. Journal of Education, 167(2), 22–41.
  • Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
  • Goldman, G., & Newman, J. B. (1998). Empowering students to transform schools. Thousand Oaks, CA: Corwin Press.
  • Gore, J. (1992). What can we do for you? What can “we” do for “you”?: Struggling over empowerment in critical and feminist pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 54–73). New York: Routledge.
  • Greene, M. (1983). On the American dream: Equality, ambiguity, and the persistence of rage. Curriculum Inquiry, 13(2), 179–193.
  • Hadfield, M., & Haw, K. (2001). “Voice,” young people and action research. Educational Action Research, 9(3), 485–499.
  • Hart, R. (1997). Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London: Earthscan.
  • Heilbrun, C. (1988). Writing a woman’s life. New York: Ballantine Books.
  • Heshusius, L. (1995). Listening to children: “What could we possibly have in common?” From concerns with self to participatory consciousness. Theory Into Practice, 43(2), 117–123.
  • Hill, K. (2003). New narratives, new identities: Reflections on networked learning 1 and 2. Unpublished reflections.
  • Holdsworth, R. (2000). Schools that create real roles of value for young people. UNESCO International Prospect, 3, 349–362.
  • Holdsworth, R. (Ed.). (1986). Student participation and equity program (PEP Discussion Paper 2). Canberra, Australia: Commonwealth School Commission.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • John, M. (1996a). Voicing: Research and practice with the silenced. In M. John (Ed.), Children in charge: The child’s right to a fair hearing (pp. 3–24). London: Jessica Kingsley.
  • John, M. (Ed.). (1996b). Children in charge: The child’s right to a fair hearing. London: Jessica Kingsley.
  • Johnson, J. H. (1991, October 2). Student voice: Motivating students through empowerment. Oregon School Study Council Bulletin, 35.
  • Johnston, P., & Nicholls, J. (1995). Voices we want to hear and voices we don’t. Theory Into Practice, 43(2), 94–100.
  • Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. New York: State University of New York Press.
  • Kamler, B. (2003). Relocating the writer’s voice: From voice to story and beyond. English in Australia, 138(Spring), 34–40.
  • Kincheloe, J. (in press). Clarifying the purpose of engaging students as researchers. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Kirby, P. (2001). Participatory research in schools. Forum, 43(2), 74–77.
  • Kohn, A. (2004). NCLB and the effort to privatize public education. In D. Meier & G. Wood (Eds.), Many children left behind (pp. 79–97). Boston: Beacon Press.
  • Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Harper Perennial.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
  • Lawrence-Lightfoot, S. (2000, March). Respect: To get it, you must give it. Swarthmore College Bulletin.
  • Lee, L. E., & Zimmerman, M. (2001). Passion, action, and a new vision for student voice: Learnings from the Manitoba School Improvement Program Inc. Education Canada, 34–35.
  • Levin, B. (1994). Educational reform and the treatment of students in schools. Journal of Educational Thought, 28(1), 88–101.
  • Levin, B. (2000). Putting students at the centre of education reform. Journal of Educational Change, 1(2), 155–172.
  • Lewis, J. (1996). Children teaching adults to listen to them. In M. John (Ed.), Children in charge: The child’s right to a fair hearing (pp. 209–215). London: Jessica Kingsley.
  • Lewis, M. (1993). Without a word: Teaching beyond women’s silence. New York: Routledge.
  • Lincoln, Y. (1995). In search of students’ voices. Theory Into Practice, 43(2), 88–93.
  • Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematising student participation in school improvement. Journal of Educational Change, 6(2), 125–146.
  • Lorde, A. (1984). The transformation of silence into action. Sister outsider: Essays and speeches. Trumansburg, NY: Crossing Press.
  • MacBeath, J., Demetriou, H., Rudduck, J., & Myers, K. (2003). Consulting pupils: A toolkit for teachers. Cambridge, UK: Pearson.
  • McCallum, B., Hargreaves, E., & Gipps, C. (2000). Learning: The pupil’s voice. Cambridge Journal of Education, 30(2), 275–289.
  • McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
  • McLaughlin, C., Carnell, M., & Blount, L. (1999). Children as teachers: Listening to children in education. In P. Milner & B. Carolin (Eds.), Time to listen to children (pp. 97–111). London: Routledge.
  • McPhail, A., Kirk, D., & Eley, D. (2003). Listening to young people’s voices: Youth sports leaders’ advice on facilitating participation in sport. European Physical Education Review, 9(1), 57–73.
  • Meier, D., & Wood, G. (Eds.). (2004). Many children left behind. Boston: Beacon Press
  • Mitra, D. (2001). Opening the floodgates: Giving students a voice in school reform. Forum, 43(2), 91–94.
  • Mitra, D. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688.
  • Mitra, D. (in press). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Nagle, J. P. (2001). Voices from the margins: The stories of vocational high school students. New York: Peter Lang.
  • Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). Needham Heights, MA: Longman.
  • Office for Standards in Education (OfSTED). (2000). Evaluating educational inclusion: Guidance for inspectors and schools. London: Stationery Office.
  • Oldfather, P. (1995). Introduction to “learning from student voices. Theory Into Practice, 43, 84–87.
  • Oldfather, P., Thomas, S., Eckert, L., Garcia, F., Grannis, N., Kilgore, J., et al. (1999). The nature and outcomes of students’ longitudinal research on literacy motivations and schooling. Research in the Teaching of English, 34, 281–320.
  • O’Loughlin, M. (1995). Daring the imagination: Unlocking voices of dissent and possibility in teaching. Theory Into Practice, 43(2), 107–116.
  • Orner, M. (1992). Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 74–89). New York: Routledge.
  • Pekrul, S., & Levin, B. (2005, April). Building student voice for school improvement. Paper presented at the annual Meeting of the American Educational Research Association, Montreal, Quebec.
  • Pollard, A., & Triggs, P. (2000). What pupils say: Changing policy and practice in primary education. London: Continuum.
  • Pollard, A., Thiessen, D., & Filer, A. (Eds.). (1997). Children and their curriculum. London: Falmer Press.
  • Popkewitz, T. S. (1988). Educational reform: Rhetoric, ritual, and social interest. Educational Theory, 38(1), 77–93.
  • Postlethwaite, K., & Haggerty, L. (2002) Towards the improvement of learning in secondary school: Students’ views, their links to theories of motivation and to issues of under- and over-achievement. Research Papers in Education, 17(2), 185–209.
  • Prieto, M. (2001). Students as agents of democratic renewal in Chile. Forum, 43(2), 87–90.
  • Pupils at Wheatcroft Elementary. (2001). Working as a team: Children and teachers at Wheatcroft Primary School learning from each other. Forum, 43(2), 51–53.
  • Raider-Roth, M. (2005). Trusting what you know: The high stakes of classroom relationships. San Francisco: Jossey-Bass.
  • Rich, A. (1984). Cartographies of silence. In The fact of a doorframe (p. 234). New York: W. W. Norton.
  • Rodgers, C. (2006). Attending to student voice: The role of descriptive feedback in learning and teaching. Curriculum Inquiry, 36(2), 209–237.
  • Rubin, B., & Silva, E. (Eds.). (2003). Critical voices in school reform: Students living through change. London: RoutledgeFalmer.
  • Rudduck, J. (2002). The 2002 SERA lecture: The transformative potential of consulting young people about teaching, learning and schooling. Scottish Educational Review, 34(2), 133–137.
  • Rudduck, J. (in press). Student voice, student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Rudduck, J., Chaplain, R., & Wallace, G. (1996). School improvement: What can pupils tell us? London: David Fulton.
  • Rudduck, J., & Demetriou, H. (2003). Student perspectives and teacher practices: The transformative potential. McGill Journal of Education, 38(2), 274–288.
  • Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London: Continuum.
  • Russell, P. (1996). Listening to children with disabilities and special educational needs. In R. Davie, G. Upton, & V. Varma (Eds.), The voice of the child: A handbook for professionals (pp. 107–119). London: Falmer.
  • Sanon, F., Baxter, M., Fortune, L., & Opotow, S. (2001). Cutting class: Perspectives of urban high school students. In J. Shultz & A. Cook-Sather (Eds.), In our own words: Students’ perspectives on school (pp. 73–91). Lanham, MD: Rowman & Littlefield.
  • Schlechty, P. C., & Burke, W. I. (1980). Sources of social control in school: A speculative essay. High School Journal, 63(7), 280–287.
  • Schultz, K. (2003). Listening: A framework for teaching across differences. New York: Teachers College Press.
  • Schutz, D. (2003). Remodeling schooling: A new architecture for preschool to precollege instruction. Teachers College Record. Retrieved January 15, 2003, from http://www.tcrecord.org
  • Shor, I. (1987). Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Heinemann.
  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
  • Shultz, J., & Cook-Sather, A. (Eds.). (2001). In our own words: Students’ perspectives on school. Lanham, MD: Rowman & Littlefield.
  • Silva, E. (2001). Squeaky wheels and flat tires: A case study of students as reform participants. Forum, 43(2), 95–99.
  • Silva, E., & Rubin, B. (2003). Missing voices: Listening to students’ experiences with school reform. In B. Rubin & E. Silva (Eds.), Critical voices in school reform: Students living through change (pp. 1–7). London: RoutledgeFalmer.
  • Sizer, T. (2004). Preamble: A reminder for Americans. In D. Meier & G. Wood (Eds.), Many children left behind (pp. xvii–xxii). Boston: Beacon Press.
  • Smyth, J. (in press). Toward the pedagogically engaged school: Listening to student voice as a positive response to disengagement and “dropping out”? In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Smyth, J., & Hattam, R. (with Cannon, J., Edwards, J., Wilson, N., & Wurst, S.). (2004). “Dropping out,” drifting off, being excluded: Becoming somebody without school. New York: Peter Lang.
  • Spring, J. (1994). The American school, 1642–1993. New York: McGraw-Hill.
  • Stenhouse, L. A. (1975). An introduction to curriculum development. London: Heinemann Educational Books.
  • Stenhouse, L. A. (1983). The aims of the secondary school. In Authority, education and emancipation (pp. 153–154). London: Heinemann Educational Books.
  • Stevenson, R. B., & Ellsworth, J. (1993). Dropouts and the silencing of critical voices. In L. Weis & M. Fine (Eds.), Beyond silenced voices: Class, race and gender in United States schools (pp. 259–272). Albany: State University of New York Press.
  • Strucker, M., Moise, L. N., Magee, V. L., & Kreider, H. (2001). Writing the wrong: Making schools better for girls. In J. Shultz & A. Cook-Sather (Eds.), In our own words: Students’ perspectives on school (pp. 149–164). Lanham, MD: Rowman & Littlefield.
  • Thiessen, D. (1997). Knowing about, acting on behalf of, and working with primary pupils’ perspectives: Three levels of engagement with research. In A. Pollard, D. Thiessen, & A. Filer (Eds.), Children and their curriculum (pp. 184–196). London: Falmer Press.
  • Thiessen, D. (in press). Researching student experiences in elementary and secondary school: An evolving field of study. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Thomas, W. B. (1985). Schooling as a political instrument of social control: School response to black migrant youth in Buffalo, New York, 1917–1940. Teachers College Record, 86(4), 579–592.
  • Thomson, P. (in press). Making it real: Community activism, active citizenship and students’ learning. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Thomson, P., & Gunter, H. (2005, April). Researching students: Voices and processes in a school evaluation. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Quebec.
  • Thomson, P., & Holdsworth, R. (2003). Democratising schools through “student participation”: An emerging analysis of the educational field informed by Bourdieu. International Journal of Leadership in Education, 6(4), 371–391.
  • Thorkildsen, T. (in press). The role of personal standards in second graders’ moral and academic engagement. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61(4), 449–474.
  • Weis, L., & Fine, M. (Eds.). (1993). Beyond silenced voices: Class, race, and gender in United States schools. Albany: State University of New York Press.
  • What Kids Can Do. (2003). First ask, then listen. Providence, RI: Author.
  • Wilson, B. L., & Corbett, H. D. (2001). Listening to urban kids: School reform and the teachers they want. New York: State University of New York Press.
  • Wood, G. (2004). Introduction. In D. Meier & G. Wood (Eds.), Many children left behind (pp. vii–xv). Boston: Beacon Press.
  • Wyn, J. (1995). “Youth” and citizenship. Melbourne Studies in Education, 36(2), 45–63.
  • Yonezawa, S., & Jones, M. (in press). Using student voices to inform and evaluate secondary school reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school. Dordrecht, The Netherlands: Springer.
  • Youens, B., & Hall, C. (2004). Incorporating students’ perspectives in pre-service teacher education: Lessons from the pupil mentor project. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.