In recent years, “student voice” has become a term widely adopted and encouraged in pre-service and in-service teacher education and school improvement literatures. Across jurisdictions, student contribution to school decision and reform efforts has been variously termed student participation, pupil participation, pupil voice, students as researchers and co-researchers, and student-teacher partnerships. Student participation in school reform processes is argued to recognize students’ situated knowledges, foster dialogue between students and teachers, forge lived experiences of participatory democracy, and support institutional transformation. A significant goal of student voice work is to trouble the binary relation of student/teacher and conventional hierarchical relations of power and knowledge. Advocates for student voice have associated such student-teacher encounters with feelings of trust, respect, belonging, and empowerment.
However, when student voice practices are taken up by...
This is a preview of subscription content, log in via an institution to check access.
References
Bragg, S. (2007). ‘Student voice’ and governmentality: The production of enterprising subjects? Discourse: Studies in the Cultural Politics of Education, 28(3), 343–358. https://doi.org/10.1080/01596300701458905.
Deleuze, G. (1988). Spinoza: Practical philosophy (R. Hurley, Trans.). San Francisco: City Lights Books.
Deleuze, G. (2007). Two regimes of madness: Texts and interviews 1975–1995 (A. Hodges & M. Taormina, Trans. Revised ed.). New York: Semiotext(e).
Deleuze, G., & Guattari, F. (1980/1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
Deleuze, G., & Guattari, F. (1983). Anti-Oedipus: Capitalism and schizophrenia (R. Hurley, M. Seem, & H. R. Lane, Trans.). Minnesota: University of Minnesota Press.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324. https://doi.org/10.17763/haer.59.3.058342114k266250.
Mayes, E. (2018a). Student voice in school reform? Desiring simultaneous critique and affirmation. Discourse: Studies in the Cultural Politics of Education, 1–17. https://doi.org/10.1080/01596306.2018.1492517.
Mayes, E. (2018b). The ontological plurality of digital voice: A schizoanalysis of rate my professors and rate my teachers. In D. Cole & J. Bradley (Eds.), Principles of transversality in globalization and education (pp. 195–210). Dordrecht: Springer.
Mazzei, L. A. (2013). Desire undone: Productions of privilege, power and voice. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (pp. 96–110). Edinburgh: Edinburgh University Press.
Ringrose, J. (2015). Schizo-feminist educational research cartographies. Deleuze Studies, 9(3), 393–409. https://doi.org/10.3366/dls.2015.0194.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Mayes, E. (2019). Student Voice, Desire, and Power with Deleuze and Guattari. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_24-1
Download citation
DOI: https://doi.org/10.1007/978-981-13-1179-6_24-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-1179-6
Online ISBN: 978-981-13-1179-6
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education