TY  - BOOK
AU  - Mayes,Eve
TI  - The politics of voice in education: reforming schools after Deleuze and Guattari 
T2  - Pedagogies: Deleuze and Education Research
SN  - 1474451225
AV  - LB1033.5 .M39 2023
U1  - 370.1022 23
PY  - 2023///]
CY  - Edinburgh
PB  - Edinburgh University Press
KW  - Deleuze, Gilles,
KW  - Guattari, F�elix,
KW  - Communication in education
KW  - Case studies
KW  - Education
KW  - Philosophy
KW  - Communication en �education
KW  - �Etudes de cas
KW  - �Education
KW  - Philosophie
KW  - EDUCATION / Philosophy, Theory & Social Aspects
KW  - bisacsh
KW  - fast
N1  - Includes bibliographical references and index; List of figures --; Breathing, speaking, writing voices --; 1. Troubling student voice in school reform --; 2. Mis/using voices and theories in research with children and young people --; 3. Ordering voices and bodies in the history of schooling --; 4. Representing difference in school governance --; 5. Understanding the atmos-fear of the dialogical encounter --; 6. Evaluating the perplexing outcomes of school reform --; 7. Conspiring with the trees --; Bibliography --; Index
N2  - Maps how the concept of voice has moved and metamorphosed to become a popular educational reform policy priorityHighlights the ambivalences of student voice in educational reformCrafts an account of the ontology, ethics and politics of voice in education Brings students' and educators' accounts of voice into conversation with historical and contemporary philosophical debatesOffers examples of transversal experiments in the politics of educationEngaging with the voices of students and educators and the work of Gilles Deleuze and F�elix Guattari, Eve Mayes crafts an account of what voice can and must do in education. The book works with the textures, tremors and murmurs of voice felt over ten years of ethnographic and participatory research in Australian schools - from research encounters with students and puppets, to school governance council meetings, to school reform evaluation processes, to students' political activism. It offers a timely critique of the liberal humanist and late capitalist logics of student voice in educational reform, entwined with an affirmation of other possibilities for transversal pedagogical relations in and beyond institutional sites of education
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3464782
ER  -