Within the modern institution of schooling, educators portray children as lacking in knowledge and maturity and try to restrict their access to the issues that undermine this assumed innocence. Such renditions of children produce hierarchical power relationships in which children's ways of knowing are seen as what Foucault (1980) called "subjugated knowledges," that is, knowledges that are naive, minor, disordered, and fragmentary, and subordinate to a refined, theoretical discourse of teaching. In this article, the author addresses the issues of power and pedagogy by examining the currently dominant/modernist views of children and then discussing recent re-conceptualizations of children and childhood that challenge these views. She illustrates this re-conceptualization using an installation art project about peer pressure conducted with the fifth and sixth graders that positioned her students as major power players and producers of knowledge. (Contains 5 figures and 1 endnote.)