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
Whose side are you on? Advocacy ethnography : Some methodological aspects of narrative portraits of disadvantaged young people, in socially critical research
- Authors: Smyth, John , McInerney, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Qualitative Studies in Education Vol. 26, no. 1 (2013), p. 1-20
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- Description: This paper is primarily interested in opening up a strategy to counter the increasing silencing of perspectives resulting from the press towards "evidence-based" forms of research. We argue that all researchers have interests, declared or otherwise. What we advance in the paper is an approach to ethnography that is inclusive of the lives, perspective, experiences, and viewpoints of the least powerful. Methodologically we demonstrate something of how we have explored the intellectual craft and possibilities of portraiture as a way of advancing the notion of advocacy ethnography. © 2013 Copyright Taylor and Francis Group, LLC.
Critical social science as a research methodology in universities in times of crisis
- Authors: Smyth, John
- Date: 2020
- Type: Text , Journal article
- Relation: Qualitative Research Journal Vol. 20, no. 4 (2020), p. 351-360
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- Description: Purpose: To consider what a criticalist qualitative research methodology might look like for universities in the context of the contemporary COVID-19 crisis. Design/methodology/approach: This polemical paper explores the rationale for a dramatic recasting of the approach needed in qualitative research methodology to address the challenges of the crisis-ridden times we live in. Broadly conceived of as an “evolving criticality”, to borrow from Kincheloe, the paper addresses the kind of disposition, orientation or state of mind required that provides the space and opportunities in universities within which this strategic methodological reinvention might occur. After explaining what a research methodology committed to the notion of “criticality” might look like, the paper argues that to enact this we need to start with the immediacy of our own academic work and then emanate to other public spheres. Findings: The polemical exchange engaged in by this paper presents the underpinnings of how critical social science might be deployed in both reconceiving how we understand the purpose of research in universities and changing the nature of academic work. Research limitations/implications: These exist only in so far as university academics are prepared to embrace what is being argued for to change the status quo. Practical implications: The broader critical social science methodology being argued for in this paper is using a wider framing to a form of critical ethnography that has the potential to enable academic workers to extricate themselves from the ruinous situation brought on by the neoliberal paradigm that has been so drastically exacerbated by COVID-19. Originality/value: While the paper rehearses some existing ideas of critical social science, the novelty of the papers lies in the way these are applied to the COVID-19 crisis within which universities have become embroiled. © 2020, Emerald Publishing Limited.