Current Issue

Preface: Centering Girls’ Voices in Education Policy, Practice, and Activism

The aim of this special issue of the International Journal of Student Voice is to interrogate girls’ engagement with education research and as actors in school reform. For the purpose of this special issue, “girl voice” is conceptualized as girls’ unique and distinct experiences in and engagement with education policy and practice. Drawing from girlhood … Continue reading Preface: Centering Girls’ Voices in Education Policy, Practice, and Activism

Organizational Voice in the Girls’ Education Space

This article explores how girls’ education policy workers use new media. I apply Alessi and Alessi’s discussion of new media as tools that create “new dimensions of experience” from those that are enabled offline. Using post-structural feminist policy discourse analysis, this article shows that girls’ education policy workers use new media tools to bring more … Continue reading Organizational Voice in the Girls’ Education Space

“Seeds of Sharing”: A Feminist Action Research Study of University Student Feminist Activism in Cambodia

The number of female university students is gradually increasing in Cambodia. While Cambodia has focused on women’s rights and empowerment for decades, feminism and feminist activism is a neglected area of research. Little is known about Cambodian university student feminist understandings, practices, and activism. By examining one female Cambodian university student’s everyday experience conducting feminist … Continue reading “Seeds of Sharing”: A Feminist Action Research Study of University Student Feminist Activism in Cambodia

Identity, Culture, and Iterative Curriculum Development: Collaborating with Girls from Indigenous Communities to Improve Education

Girls from Indigenous communities often experience significant marginalization in schools as their voices are not sought out or heard, and their identities and values are not acknowledged or reflected in educational practices. In this study we collaborate with girl students from Quechua communities in the Peruvian Andes. We engage the students in a participatory, photo-based … Continue reading Identity, Culture, and Iterative Curriculum Development: Collaborating with Girls from Indigenous Communities to Improve Education

Female Immigrant Students’ Sensemaking in Toronto Public Schools

This study explores the experiences of immigrant students from Pakistan by focusing on the micro-level adjustments that students make while interacting with their peers and teachers in Toronto Public Schools. The theoretical framework is grounded in Weber’s concept of bureaucracy and the concepts of street-level bureaucrats, deference and demeanor, and sensemaking. By centering the experiences … Continue reading Female Immigrant Students’ Sensemaking in Toronto Public Schools

The New Jane Crow: Using Black Girls’ Voices to Make Meaning of Disciplinary Interactions in an Urban Alternative School

This collective case study examined perceptions of discipline interactions for three adolescent Black girls who attend an alternative school in Metro City School District. Participants were identified through purposeful sampling, and three semi-structured interviews were conducted and audio recorded with each student. The researcher also collected journal entries and drawings from the students reflecting on … Continue reading The New Jane Crow: Using Black Girls’ Voices to Make Meaning of Disciplinary Interactions in an Urban Alternative School