Student voices 'echo' from the ethnographic field
- Authors: Robinson, Janean , Down, Barry , Smyth, John
- Date: 2023
- Type: Text , Book chapter
- Relation: Leaving the field : methodological insights from ethnographic exits Chapter 8 p. 126-138
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Jacinta's story : challenging neoliberal practices and creating democratic spaces in public high schools
- Authors: Robinson, Janean , Down, Barry , Smyth, John
- Date: 2019
- Type: Text , Book chapter
- Relation: Re-Imagining Education for Democracy p. 156-173
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Education and social class : How did we get to this and what needs to change?
- Authors: Simmons, Robin , Smyth, John
- Date: 2018
- Type: Text , Book chapter
- Relation: Education and Working-Class Youth: Reshaping the Politics of Inclusion Chapter 10 p. 233-259
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- Description: This chapter locates the classed nature of education within a critical socio-historical framework, and considers how questions of social class are played out not only in the classroom but also at the institutional and the systemic level. Historical and contemporary debates about the nature and purpose of education are used to challenge the status quo, and present an agenda for change. The chapter argues that re-engaging with social class as a key organising concept is necessary in order to understand the nature of contemporary schooling in western neoliberal societies such as the UK, and to re-imagine young people’s relationship with education. This, it is argued, is necessary to re-engage working-class youth in ways that are not only meaningful but also socially and economically just.
Where is class in the analysis of working-class education?
- Authors: Smyth, John , Simmons, Robin
- Date: 2018
- Type: Text , Book chapter
- Relation: Education and Working-Class Youth: Reshaping the Politics of Inclusion Chapter 1 p. 1-28
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- Description: This chapter provides the backdrop and sets the tone for the book. It begins by scoping out some of the challenges and injustices facing working-class youth, and by highlighting some of the mismatches between the structures and processes of education and the lives of many working-class young people. It then goes on to develop an alternative agenda which, it is argued, is necessary to engage working-class youth in relevant and meaningful ways, and to challenge the dominant structures of schooling and education which systematically disadvantage so many young people. The chapter finishes by proving a brief overview of the chapters which follow, and by highlighting some of the key themes explored in the rest of the book.`
Critical perspectives on educational leadership in the context of the march of neoliberalism
- Authors: Smyth, John
- Date: 2016
- Type: Text , Book chapter
- Relation: Ideologies in Educational Administration and Leadership p. 147-158
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Geographies of trust : A politics of resistance for an alternative education
- Authors: Smyth, John
- Date: 2016
- Type: Text , Book chapter
- Relation: The Palgrave International Handbook of Alternative Education Chapter 25 p. 385-400
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- Description: This state-of-the-art, comprehensive Handbook fully explores the field of alternative education on an international scale. Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent for better understanding what really works in successfully educating children and adults today, especially in light of the increased performance driven and managerially organised economic modelling of education that dominates. For too long we have wondered what exactly education done otherwise might look like and here we meet individual examples as well as seeing what alternative education is when a collection becomes greater than the sum of parts. The Handbook profiles numerous empirical examples from around the world of education being done in innovative and excitingly democratic and autonomous ways from Forest Schools and Home Education through to new technologies, neuroscience and the importance of solitude. The book also sets out important theoretical perspectives to inform us why seeing education through an alternative lens is useful as well as urgently needed. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Education Policy, Sociology and Philosophy as well as educational practitioners.
Vulnerable, 'at risk', 'disengaged'. Regional young people.
- Authors: Farrugia, David , Smyth, John , Harrison, Tim
- Date: 2015
- Type: Text , Book chapter
- Relation: Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice p. 165-179
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It need not have been this way: School reform around the socially just school in Australia and lessons from the Finnish educational miracle
- Authors: Smyth, John
- Date: 2014
- Type: Text , Book chapter
- Relation: School reform critics: The struggle for democratic schooling p.
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How did we get to this situation? The immiseration of the modern university in a globalizing context
- Authors: Smyth, John
- Date: 2013
- Type: Text , Book chapter
- Relation: Contemporary colleges and universities: A reader p.
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Young people speaking back from the margins
- Authors: Smyth, John
- Date: 2013
- Type: Text , Book chapter
- Relation: Youth, education, and marginality : Local and global expressions (SickKids community and mental health series) Chapter 2 p. 43-58
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- Description: The line I want to take in this chapter is that the way we position young people has a profound bearing on how we deal with them, both in terms of policy and practicality. In taking this line, I want to draw upon some of the issues that have emerged from my own research with young people in Australia over the past two decades or so. The young people I have worked with are predominantly from backgrounds where they, their families, and their communities have been put at a disadvantage through the effects of social, economic, and political forces and by the flow-on effects of globalization that have effectively devastated their communities and lives. Their diminished educational opportunities and subsequent life chances have been dramatic, even to the point of being catastrophic. Having said that, these young people are not hapless victims nor are they passive recipients of deficit categories such as 'at-riskness,' which are placed upon them by the media, politicians, agencies, and some academics. Rather they are active agents exercising choices and making decisions about their lives in situations that amount to 'speaking back.'
Introduction: From critique to new scripts and possibilities in teacher education
- Authors: Down, Barry , Smyth, John
- Date: 2012
- Type: Text , Book chapter
- Relation: Critical voices in teacher education: Teaching for social justice in conservative times p. 1-9
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- Description: This book is about the stories of teacher educators committed to pursuing social justice in teacher education. It draws on the struggles of those who have taught about issues of social justice within universities, their accumulated knowledge and their practices in classrooms. The purpose of the book is to provide a space where teacher educators can deconstruct their own pedagogies, empower individuals to develop critical consciousness, and inspire a future generation of teachers to engage in social justice activism. To this end, the book provides some insights into the daily realities of critical teaching in conservative times (Brookfield, 2005; Kincheloe, Slattery, & Steinberg, 2000; Shor, 1992).
Problematising teachers' work in dangerous times
- Authors: Smyth, John
- Date: 2012
- Type: Text , Book chapter
- Relation: Critical voices in teacher education: Teaching for social justice in conservative times p. 13-25
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Teachers as classed cultural workers speaking back through critical reflection
- Authors: Smyth, John
- Date: 2012
- Type: Text , Book chapter
- Relation: Critical voices in teacher education: Teaching for social justice in conservative times p. 81-95
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When students "speak back": Student engagement towards a socially just society
- Authors: Smyth, John
- Date: 2012
- Type: Text , Book chapter
- Relation: Student engagement in urban schools: Beyond neoliberal discourses p. 73-90
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- Description: This chapter explores theoretically and practically the rationale, approaches, possibilities, and cffecL or engaging with students in schools in ways that challenge injustices and that regard education as beingforsocialjustice. Examples and illustrations arc drawn from research by the author in Australia from over 2!'i critical cthnographics of disadvantaged schools conducted over the past two decades. The central framing themes and ideas for the chapter focus on: • student voice • the relational school • the pedagogically engaged school • community organizing for activist reform • community-voiced approaches lo schooling • "speaking the unpleasant" about poverty, education, and class • beyond commodification, prescription, and consumption The chapter presents a number of ethnographic slices or portraits of students and schools that have created ways of "working against the grain" in the sense of foregrounding notions of social justice and challenging dominant, deforming, and damaging approaches to education and supplanting them with alternatives. The chapter explores what is possible when teachers, students, parents, and communities take seriously the opportunity to embrace a socially critical view of student engagement.
A dialogic encounter with Joe Kincheloe's "Meet me behind the curtain" Catalyst for an evolving contemporary critical theory of teachers' work
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book chapter
- Relation: Key works in critical pedagogy p. 101-106
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Critical civic engagement from inside an Australian School and its community put at a disadvantage
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book chapter
- Relation: Critical Civic Literacy: A reader p. 141-154
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- Description: 2003009322
The Deakin experience: discovery crafting and finessing a critical perspective with which to speak back
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book chapter
- Relation: Education, social justice and the legacy of Deakin University: Reflections of the Deakin Diaspora p. 173-185
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- Description: I will start at the beginning—even though I am sorely tempted to start from where I am at the moment and work backwards. There is a bit of history that is important to understanding my story.
- Description: 2003009321
Adolescent engagement, connectedness and dropping out of school
- Authors: Smyth, John
- Date: 2010
- Type: Text , Book chapter
- Relation: Adolescent education: A reader p. 195-208
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Banking concept of education
- Authors: Smyth, John
- Date: 2010
- Type: Text , Book chapter
- Relation: Encyclopedia of Curriculum Studies p. 70
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Conscientization
- Authors: Smyth, John
- Date: 2010
- Type: Text , Book chapter
- Relation: Encyclopedia of curriculum studies p. 140-141
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