Disrupting student voice in education research through music

Riddle, Stewart

doi:10.7577/rerm.2142

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…From a Deleuzian and Gauttarian perspective (Buchanan 2017), I was thinking about desire as a virtual and actual force or flow actualized in the assemblage. I was thinking about marginalised student voices and the nature of the micropolitical and how the desires of young people are codified, how the desires and uncertainties of the students are exploited (Riddle 2017). I was thinking about the student body as desireless, as entirely given over to information.…”

Section: Vignettementioning

confidence: 99%

The Real of Education

Bradley

2024

Video J. Educ. Pedagog.

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In this short piece I am going to reflect on my reaction to a commercial video and advertisement campaign by my university in Tokyo, Japan. The campaign 帝京生のリアル [The daily life of Teikyo students] ran in April 2023 (www.teikyo-u.ac.jp/campus_for_life/photo_project). The following is a translation of the Japanese voiceover from the cm which includes the voice of a concerned parent, the voice of a high school student, who is unsure about which course, which university, and which career to pursue.

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Section: Vignettementioning

confidence: 99%

The Real of Education

Bradley

2024

Video J. Educ. Pedagog.

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“…In particular, methods of engaging students "as important 'influencers' of policy and decision-making in schools need to be considered" (Leach & Crisp, 2016, p. 55). However, engagement with student voice in schools is heavily charged with an adult schooling improvement agenda and linked with a neoliberal focus on accountability (Riddle, 2017).…”

Section: Student Voice and Powermentioning

confidence: 99%

“…A discourse of refusal recognises that knowledge is located, contested, and politicised. Riddle (2017) observes that schooling practices can silence, discard or erase certain voices. Educators can trouble the voices and accountabilities in neoliberal politics, yet as Riddle points out, this requires "setting up new spaces of refusal" (p. 3).…”

Section: Discourse Of Refusalmentioning

confidence: 99%

Untitled

2019

AJTE

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While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising learning; radical collegiality; socially critical voice; decolonising voice; and refusal. Consideration is given to the ongoing impetus to position students as consumers and resources for quality control. It is an ongoing concern that student voice projects can miss opportunities for reconfiguring the status of students within democratic schooling partnerships. There is an important role for ongoing and initial teacher education that addresses a politics of voice associated with systemic quality assurance, decolonisation and democracy.

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