Disrupting student voice in education research through music

Riddle, Stewart (2017) Disrupting student voice in education research through music. Reconceptualizing Educational Research Methodology, 8 (1). pp. 1-13.

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Education policy in the contemporary context tends to produce reductive, oversimplified and essentialist notions of classrooms, teachers and students. An emphasis on quantifiable big data that provides for ‘evidence-based practice’ and focus on ‘what works’ permeates the education machine and limits the boundaries of what can be known. Yet the complex arrangement of policies, politics, philosophies, pedagogies, practices and people that we label the ‘classroom’ provides for rich study of the multiple ways that pedagogic encounters might be experienced by young people. This paper seeks to engage with the notions of student voice and agency within an alternative context of learning – an urban senior secondary music college. Experimenting in conceptualising classrooms as moments of becoming, music is proposed as a performative method for interrogating notions of student voice.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version made accessible according to a Creative Commons: Attribution 4.0 License.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 26 Jun 2017 02:15
Last Modified: 22 Apr 2018 23:30
Uncontrolled Keywords: music, student voice, Deleuze, postqualitative, education research
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
22 Philosophy and Religious Studies > 2203 Philosophy > 220317 Poststructuralism
13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: 10.7577/rerm.2142
URI: http://eprints.usq.edu.au/id/eprint/32499

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