Resisting the Impositional Potential of Student Voice Work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy

Cook-­Sather, Alison

doi:10.1080/01596300701458962

Cited by 74 publications

(52 citation statements)

References 31 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rather than encouraging the PCRs to take full ownership of the research design and tools, I influenced them with my own suggestions, which were based on previous examples of participatory research. This limitation on the PCRs' autonomy is in part due to the nature of this study, which formed part of an existing project with goals and research questions already in place (Bland and Atweh 2007), but it might also reflect my own reluctance to relinquish full responsibility for the research (Bland and Atweh 2007) and fully 'translate' myself as a researcher (Cook-Sather 2007). In this sense, it could be argued that the pupils involved were indeed responding to adult plans, as warned by Hollins, Gunter, and Thomson (2006, 141-152) and by Fielding (2007, 301-310).…”

Section: Reflection: Running Risksmentioning

confidence: 99%

“…Cook-Sather, on the other hand, develops the concept of 'translation' in the sense of the researcher adjusting her own way of being in order to better relate to and understand young research participants, meeting them in their experience rather than attempting to interpret it from an adult perspective. This process of reframing one's own role as a researcher, she purports, is preferable to the more common practices of either expecting young people to 'translate' themselves into forms more accessible to adults (Cook-Sather 2007).…”

Section: Researcher Learningmentioning

confidence: 99%

See 1 more Smart Citation

Aspirations and assumptions: a researcher's account of pupil involvement in school-based research

Mearns

Coyle

Graaff

2014

International Journal of Research & Method in Education

View full text Add to dashboard Cite

This paper describes a research project conducted in collaboration with 10 'pupil co-researchers' (PCRs) and their classes in a secondary school in the Netherlands. The main research tools employed were online and face-to-face group discussions, in which PCRs contributed as consultants, co-designers and assistants. The research proved a learning experience for both the adults and the young people involved and led to the collection of insightful qualitative data. Working collaboratively with pupils, however, presented a number of challenges. Ethical issues such as consent, inclusion and the pressure placed on pupils, and logistical challenges such as the availability of time and resources, were particularly prominent. Perhaps the most valuable challenge, however, was the opportunity that this research presented to the adult researcher to reflect upon the role played by her own assumptions when working with young people.Keywords: students as researchers; inclusive research; bilingual education Introduction Inclusive research with young people in schools has its ups and its downs, its advocates and its critics. This contribution gives a personal account of one example of inclusive research, which involved working together with pupils in the design and implementation of online and face-to-face discussions with their classmates. We subsequently used the qualitative data we obtained through these means to inform the design of a motivation questionnaire, which I administered to pupils at five different schools in a later, non-participatory phase of my doctoral research. The methods and processes of the collaborative phase of this research are described in some detail, as are some of the challenges encountered and the resulting considerations for future work of this kind.We have chosen to write this account in the first person in order to reflect the personal nature of collaborative research. This project afforded an opportunity not only for data collection and for pupil learning, but also for researcher growth. The challenges involved in attempting to share the control over this research with a group of young people, and in balancing assumptions with their input, led to the investment of a significant amount of energy and personal reflection. We believe that this story is therefore better told from a subjective and possibly a more 'human' perspective. This paper is written largely with the singular 'I', not to belittle the contribution and considerable

show abstract

Section: Reflection: Running Risksmentioning

confidence: 99%

Section: Researcher Learningmentioning

confidence: 99%

Aspirations and assumptions: a researcher's account of pupil involvement in school-based research

Mearns

Coyle

Graaff

2014

International Journal of Research & Method in Education

View full text Add to dashboard Cite

show abstract

“…Data gathered from Oates' research were analysed using a feminist post-structuralist stance, recognising the challenges of voice work (Cooke-Sather 2007) by drawing on Bourdieu's notion of capitals (Bourdieu 1977;Adkins and Skeggs 2004) and Foucault's disciplinary technologies (Foucault 1977;Foucault in Dreyfus and Rabinow 1982) as tools of data analysis and discussion. Data gathered from Brownhill's research were analysed using frequencies of occurrence (Cohen, Manion, and Morrison 2005) (Stage 1), qualitative content analysis (Stage 2) and an adaptation of grounded theory (Glaser and Strauss 1967) …”

Section: The Researchmentioning

confidence: 99%

Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years

Brownhill

Oates

2016

Education 3-13

View full text Add to dashboard Cite

This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0-8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this paper focuses its attention on the different ways in which their working roles are constructed and the possible ways in which this leads to the imposition of gender roles upon professionals in the 0-8 workforce in England. ARTICLE HISTORY

show abstract

“…For one, 'youth' risks sliding into an essentialised identity that is constructed on a binary of oppressed/oppressor whereby a youth identity assumes a collective experience and collective oppression (Cook-Sather, 2007), and speaking is the unproblematic mechanism to overcome that oppression. In HIV and AIDS Life Skills curricula, for example, 'youth' are seen as an 'undifferentiated category' who have similar ways of acting, thinking and learning across a wide range of contexts (Boler & Aggleton, 2005, p. 7).…”

Section: Who Speaks Hiv Prevention?mentioning

confidence: 99%

Youth voice and HIV prevention: discursive opportunities, limitations and productive impossibilities

Gacoin

2010

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

Resisting the Impositional Potential of Student Voice Work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy

Cited by 74 publications

References 31 publications

Aspirations and assumptions: a researcher's account of pupil involvement in school-based research

Aspirations and assumptions: a researcher's account of pupil involvement in school-based research

Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years

Youth voice and HIV prevention: discursive opportunities, limitations and productive impossibilities

Contact Info

Product

Resources

About