Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/28005
Title: Applying Post Concepts: Theorizing Voice and Power with Foucault, Butler, and Deleuze and Guattari
Contributor(s): Charteris, Jennifer  (author)orcid 
Publication Date: 2019-05-29
DOI: 10.1007/978-981-13-1179-6_25-1
Handle Link: https://hdl.handle.net/1959.11/28005
Abstract: Over the last decade, we have seen an emerging corpus of literature on student voice at classroom, school, university, and system level that draw from poststructural theories. More than just a capacity of students to talk about schooling practices as informants, student voice involves student participation and agency in regard to both pedagogical decision-making and school governance. It is produced through relations of power within the particular situated contexts of schools. Student voice work has been used in teacher education as a tool to gauge efficiencies (schooling improvement) and address power asymmetries (student participation and activism) (Mayes et al. 2017). It is appropriate to question the motivation for and justification of participatory voice projects as a part of schooling reform. To what degree do students exercise agency and influence matters that affect their own lives and the well-being of others?
Publication Type: Entry In Reference Work
Source of Publication: Encyclopedia of Teacher Education
Publisher: Springer
Place of Publication: Singapore
ISBN: 9789811311796
981131179X
Fields of Research (FoR) 2008: 130309 Learning Sciences
Fields of Research (FoR) 2020: 390408 Learning analytics
390409 Learning sciences
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: 160201 Equity and access to education
HERDC Category Description: N Entry In Reference Work
WorldCat record: http://www.worldcat.org/oclc/1109390511
Appears in Collections:Entry In Reference Work
School of Education

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