Whilst the notion of children's rights and an entitlement to express their views and participate as global citizens is threaded throughout the international policy field, children's perspectives on the near ubiquitous practice of homework, and its effects on their daily lives and subjectivities remain under-researched. This paper develops a cross-cultural comparative analysis of homework practices in Australia, Denmark and Britain from the perspectives of primary school children. Drawing on video data generated by children in 6 schools, the paper explores children's homework practices and their forms of compliance and resistance to its regulatory functions. The analysis demonstrates the extent to which the inclusion of self-consciously crafted video data facilitates children's presentation of subjugated knowledge of their homework practices and provides a space for critique of school practices. The paper argues that visual methodologies offer the possibility of increased agency for child participants, as 'student standpoint research' (Thomson & Gunter 2007). Further, the analysis of the 'pedagogic voice' (Arnot & Reay 2007) in the children's video diaries reminds researchers of the imperative to take account of forms of resistance and compliance to the practices of schooling evident in student produced visual narratives.