The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education
Abstract
This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers’ and social critics’ work, and recent developments in the medical and legal realms, almost all of which continue to unfold within and reinforce adults’ frames of reference. This discussion contextualizes what the author argues are the twin challenges of authorizing student perspectives: a change in mindset and changes in the structures in educational relationships and institutions.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Authorizing pupil voice (Cook-Sather, 2002) changes the power dynamic between the teacher and pupil, as teachers cede power to pupils, thus providing them with freedom and co-responsibility for their own learning process.”
From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Cook-Sather, 2002
Citations
Cites
BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy
Ellsworth, E. (1989) · Harvard Educational Review · doi:10.17763/haer.59.3.058342114k266250 · Cited by 2,759
Research works printed but not linked: 100
- AlcoffLMBellLABlumfeldDThe problem of speaking for othersOvercoming racism and sexism1995Lanham, MDRowman & Littlefield229254
- AlvermanDPeerled discussions: Whose interests are served?Journal of Adolescent and Adult Literacy199639282289
- 10.1080/10862969709547950 · DOI
- 10.1598/RRQ.31.3.2 · DOI
- BanksJAMulticultural education, transformative knowledge, and action: Historical and contemporary perspectives1996New YorkTeachers College Press
- 10.1016/S1070-3241(00)26060-4 · DOI
- BritzmanDPractice makes practice: A critical study of learning to teach1991aNew YorkState University of New York Press
- BritzmanDDecentering discourses in teacher education: Or, the unleashing of unpopular thingsBoston University Journal of Education1991b17336080
- BritzmanDSt. PierreEAPillowWS“The question of belief”: Writing post-structural ethnographyWorking the ruins: Feminist poststructual theory and methods in education2000New YorkRoutledge2740
- BruhnJGEqual partners: Doctors and patients explore the limits of autonomyJournal—Oklahoma State Medical Association20019424654
- BrunerJThe process of education1977Cambridge, MAHarvard University Press
- BussEConfronting developmental barriers to the empowerment of child clientsCornell Law Review199984895
- CallahanREEducation and the cult of efficiency: A study of the social forces that have shaped the administration of the public schools1962ChicagoUniversity of Chicago Press
- CaporrimoRStudent perceptions, beliefs, and attitudesAcademic Exchange Quarterly200152
- ClarkCFlights of fancy, leaps of faith: Children’s myths in contemporary America1995ChicagoUniversity of Chicago Press
- CohenJWeisLFineMConstructing race at an urban high school: In their minds, their mouths, their heartsBeyond silenced voices: Class, race, and gender in United States schools1993Albany, NYState University of New York Press289308
- ColsantLNichollsJGThorkildsenTA“Hey, man, why do we gotta take this . . . ? ” Learning to listen to studentsReasons for learning: Expanding the conversation on student-teacher collaboration1995New YorkTeachers College Press6289
- 10.1080/00405849509543666 · DOI
- Cook-SatherAClarkCMTranslating themselves: Becoming a teacher through text and talkTalking shop: Authentic conversation and teacher learning2001aNew YorkTeachers College Press1639
- 10.1080/10476210120068066 · DOI
- 10.1023/A:1012240505690 · DOI
- Cook-SatherARe(in)forming the conversations: Student power position and voice in teacher educationRadical Teacherunder review
- Cook-SatherAShultzJShultzJCook-SatherAStarting where the learner is: Listening to studentsIn our own words: Students’ perspectives on school2001aLanham, MDRowman & Littlefield117
- Cook-SatherAShultzJShultzJCook-SatherANegotiating worlds and words: Writing about students’ experiences of schoolIn our own words: Students’ perspectives on school2001bLanham, MDRowman & Littlefield165178
- 10.3102/0013189X024005012 · DOI
- 10.1080/00405849509543669 · DOI
- DaviesBLife in the classroom and playground: The accounts of primary school children1982BostonRoutledge
- 10.17763/haer.58.3.c43481778r528qw4 · DOI
- DeweyJArchambaultRDMy pedagogic creedDewey on education1964ChicagoThe University of Chicago Press427439
- DuckworthEThe virtues of not knowing“The having of wonderful ideas” and other essays on teaching and learning1987New YorkTeachers College Press6479
- 10.1037/10176-003 · DOI
- EricksonFShultzJJacksonPWStudents’ experience of curriculumHandbook of research on curriculum1992New YorkMacmillan
- 10.1598/RRQ.37.1.2 · DOI
- FindersMJust girls: Hidden literacies and life in junior high1997New YorkTeachers College Press
- 10.4135/9781412984706 · DOI
- FineMWeisLFineMSexuality, schooling, and adolescent females: The missing discourse of desireBeyond silenced voices: Class, race, and gender in United States schools1993Albany, NYState University of New York Press75100
- FreirePPedagogy of the oppressed1990New YorkContinuum
- 10.5040/9798216425137 · DOI
- FriendRWeisLFineMChoices not closets: Heterosexism and homophobia in schoolsBeyond silenced voices: Class, race, and gender in United States schools1993Albany, NYState University of New York Press209236
- GallasKTalking their way into science: Hearing children’s questions and theories, responding with curricula1995New YorkTeachers College Press
- GarbarinoJScottFWhat children can tell us1989San FranciscoJossey-Bass Inc
- 10.1080/00405849509543671 · DOI
- GirouxHBorder crossings: Cultural workers and the politics of education1992New YorkRoutledge
- GoreJLukeCGoreJWhat can we do for you? Whatcan “we” do for “you”?: Struggling over empowerment in critical and feminist pedagogyFeminisms and critical pedagogy1992New YorkRoutledge
- 10.1207/S15327027HC1202_4 · DOI
- GreigATaylorJDoing research with children1999Thousand Oaks, CASage
- HeilbrunCWriting a woman’s life1988New YorkBallantine Books
- HerbartJFLengeAFOutlines of educational doctrine1901New YorkMacmillan
- 10.1080/00405849509543668 · DOI
- hooksbTeaching to transgress: Education as the practice of freedom1994New YorkRoutledge
- Hudson-RossSClearyLCaseyMChildren’s voices: Children talk about literacy1993Portsmouth, NHHeineman
- HurderAJNegotiating the lawyer-client relationship: A search for equality and collaborationBuffalo Law Review19964471
- 10.1080/00405849509543665 · DOI
- KamlerBRelocating the personal: A critical writing pedagogy2001New YorkState University of New York Press
- KliebardHMThe struggle for the American curriculum, 1893–19581986BostonRoutledge & Kegan Paul
- Knowledge Quest305in press
- KotlowitzAThere are no children here: The story of two boys growing up in the other America1991New YorkDoubleday
- KozolJSavage inequalities: Children in America’s schools1991New YorkHarper Perennial
- 10.7326/0003-4819-134-9_Part_2-200105011-00012 · DOI
- Ladson-BillingsGThe dreamkeepers: Successful teachers of African American children1994San FranciscoJossey-Bass
- LensmireTJWhen children write: Critical revisions of the writing workshop1994New YorkTeachers College Press
- 10.4324/9781410600585 · DOI
- LewisMWithout a word: Teaching beyond women’s silence1993New YorkRoutledge
- 10.4159/9780674417502 · DOI
- 10.1080/00405849509543664 · DOI
- LockeJSome thoughts concerning educationWorks of John Locke1823Vol. 9LondonThomas Tegg, Sharpe and Son
- MannLChambersDDesigning a consumer friendly practiceAustralian Family Physician2001303241244
- McLarenPLife in schools: An introduction to critical pedagogy in the foundations of education1989New YorkLongman
- 10.1097/00005650-200104000-00006 · DOI
- MojeEShepardsonDGuzzettiBHyndCSocial interactions and children’s changing understanding of electric circuits: Exploring unequal power relations in “peer”-learning groupsPerspectives on conceptual change1998Mahwah, NJErlbaum225234
- NesporJTangled up in school: Politics, space, bodies, and signs in the educational process1997Mahwah, NJL. Erlbaum Associates
- NichollsJThorkildsenTReasons for learning: Expanding the conversation on student-teacher collaboration1995New YorkTeachers College Press
- NietoSAffirming diversity: The sociopolitical context of multicultural education2000New YorkLongman
- OldfatherPLearning from student voicesTheory Into Practice1995a432
- 10.1080/00405849509543670 · DOI
- OldfatherPThomasSWhat does it mean when teachers participate in collaborative research with high school students on literacy motivations?Teachers College Record1998904647691
- 10.58680/rte19991691 · DOI
- 10.1080/00405849509543667 · DOI
- OrnerMLukeCGoreJInterrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspectiveFeminisms and critical pedagogy1992New YorkRoutledge
- PhelanPDavidsonALCaoHTSpeaking up: Students’ perspectives on schoolPhi Delta Kappan1992739695704
- PhelanPDavidsonALYuHCAdolescents’ worlds: Negotiating family, peers, and school1998New YorkTeachers College Press
- PopeDCDoing school: How we are creating a generation of stressed out, materialistic, and miseducated students2001New Haven, CTYale University Press
- PoplinMWeeresJVoices from the inside: A report on schooling from inside the classroom1992Claremont, CAClaremont Graduate School, Institute for Education in Transformation
- RosenthalDELawyer and client: Who’s in charge?1974New YorkRussell Sage Foundation
- RousseauJJBoydWEmileThe Emile of Jean Jacques Rousseau: Selections1965New YorkTeachers College PressOriginal work published in 1762
- SachsSBVoices of reason: Adolescents talk about their futures over time2002Westport, CTBergin & Garvey
- SanonFBaxterMFortuneLOpotowSShultzJCook-SatherACutting class: Perspectives of urban high school studentsIn our own words: Students’ perspectives on school2001Lanham, MDRowman & Littlefield7391
- ShorIFreire for the classroom: A sourcebook for liberatory teaching1987Portsmouth, NHHeinemann
- 10.7208/chicago/9780226147864.001.0001 · DOI
- ShultzJCook-SatherAIn our own words: Students’ perspectives on school2001Lanham, MDRowman & Littlefield
- SkinnerBFContingencies of reinforcement: A theoretical analysis1969New YorkAppleton-Century-Crofts
- SpringJHThe sorting machine: National educational policy since 19451976New YorkMcKay
- 10.1136/bmj.322.7284.444 · DOI
- StewartMPatient-centred medicine transforming the clinical method1995Thousand Oaks, CASage Publications
- WalkerBPopkewitzTSBrennanM“Childhood” in the emergence and spread of U.S. public schoolsFoucault’s challenge: Discourse, knowledge, and power in education1998New YorkTeachers College117143
- WalshDTobinJGraueMSpodekBThe interpretive voice: Qualitative research in early childhood educationHandbook of research on the education of young children1993New YorkMacmillan464474
- WeisLFineMBeyond silenced voices: Class, race, and gender in United States schools1993Albany, NYState University of New York Press
- WelchSA feminist ethic of risk1990Minneapolis, MNFortress Press
- WilsonBLCorbettHDListening to urban kids: School reform and the teachers they want2001New YorkState University of New York Press
- WillisPLearning to labour: How working class kids get working class jobs1997Farnborough, UKSaxon House
Cited by
Sorted by citations
Developing fundamental principles for teacher education programs and practices
Korthagen, F., Loughran, J., & Russell, T. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.04.022 · Cited by 1,046
Sound, Presence, and Power: “Student Voice” in Educational Research and Reform
Cook-Sather, A. (2006) · Curriculum Inquiry · doi:10.1111/j.1467-873x.2006.00363.x · Cited by 828
“Long-standing assumptions and structures must be dismantled to shift the culture and practices of schools (Cook-Sather, 2002b; Fullan, 1991; Oldfather, 1995; Rudduck, 2002, in press).”
BackgroundInfluentialSelf-citationCassidy, W., Faucher, C., & Jackson, M. (2013) · School Psychology International · doi:10.1177/0143034313479697 · Cited by 354
“Further, students need to play a role in the development of this curriculum, since they are generally more knowledgeable and also because this ‘bottom up’ approach fosters ownership and relevancy (Cassidy & Bates, 2005) and gives them ‘voice’ (Cook-Sather, 2002).”
BackgroundTe Kotahitanga: Addressing educational disparities facing Māori students in New Zealand
Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.01.009 · Cited by 329
“In short, as Cook-Sather (2002) states ‘‘authorising student perspectives is essential because of the various ways that it can improve educational practice, re-inform existing conversations about educational reform, and point to the discussions and reform effects yet to be undertaken’’ (p. 3).”
BackgroundRubin, B. C. (2007) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810710900202 · Cited by 311
“Recent literature has pointed to the need for greater attention by educational researchers to school experiences of diverse students (Rubin & Silva, 2003; Cook-Sather, 2002; Ericson & Ellet, 2002).”
Background
Metadata
- Authors
- Cook-Sather, A.
- Affiliations
- Director of the Bryn Mawr/Haverford Education Program, 101 N. Merion Avenue, Bryn Mawr, PA 19010; . Her research interests include integrating the perspectives of high school students into preservice teacher education, rethinking education through the metaphor of translation, and facilitating professional development for college faculty, librarians, and instructional technologists
- Venue
- Educational Researcher
- Published
- 2002-05
- Volume
- 31
- Issue
- 4
- Pages
- 3-14
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2062286037
- Cited by
- 959
- References
- 0
- Citations by year
- 2026: 21 · 2025: 28 · 2024: 26 · 2023: 31 · 2022: 39 · 2021: 35 · 2020: 52 · 2019: 49 · 2018: 59 · 2017: 41 · 2016: 46 · 2015: 57 · 2014: 64 · 2013: 64 · 2012: 54
- FWCI
- 66.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Scholarship, Research, and Creative Work at Bryn Mawr College (Bryn Mawr College) (submittedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Keywords
- student perceptions, student voice, educational reform, constructivist teaching, critical pedagogy, postmodern feminism, feminist poststructuralism, educational trust, dialogue in education, educational institutions
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
