Critical ethnography for school and community renewal around social class differences affecting learning
- Authors: Smyth, John , Angus, Lawrence , Down, Barry , McInerney, Peter
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 121-152
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- Description: Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in "exceptionally challenging contexts" (Harris et al., 2006)-code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage.
- Description: C1
- Description: 2003001884
Critically engaged learning : Connecting to young lives
- Authors: Smyth, John , Angus, Lawrence , Down, Barry , McInerney, Peter
- Date: 2008
- Type: Text , Book
- Relation: Adolescent cultures, school & society No. 42
- Full Text: false
- Description: This book - the finale in a trilogy by the authors - traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with 'street-level' bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times.
- Description: 2003006329
Activist and socially critical school and community renewal
- Authors: Smyth, John , Angus, Lawrence , Down, Barry , McInerney, Peter
- Date: 2009
- Type: Text , Book
- Relation: Transgressions - Cultural studies and education
- Full Text: false