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
- Full Text: false
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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.
Policy activism: An animating idea with/for young people
- Authors: Smyth, John
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Educational Administration and History Vol. 44, no. 3 (2012), p. 179-186
- Full Text: false
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- Description: By whatever indicators we choose to use, the bold neoliberal experiment embarked upon by developed Western countries has been an unqualified disaster for young people. Far from them being ‘included’ as the shrill policy rhetoric argues, increasing numbers of young people, especially those who are pushed into the increasing social gradient that labels them as being ‘disadvantaged’, are finding schools to be inhospitable places that do not connect with their communities, lives or aspirations for rewarding futures. This particular social group are rejecting the institution of schooling in unprecedented numbers, and are switching off emotionally, relationally and intellectually.
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
- Full Text: false
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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
- Full Text: false
- Reviewed:
- Description: 2003009322
Critical pedagogy for social justice
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book
- Relation: Critical pedagogy today
- Full Text: false
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- Description: An incisive analysis of how Critical Pedagogy can be a force for positive change in schools around the world, helping the most disadvantaged students.
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
- Full Text: false
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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
Inclusive school leadership strategies based on student and community voice : Implications for Australian education policy
- Authors: Smyth, John
- Date: 2009
- Type: Text , Book chapter
- Relation: Education and Poverty in Affluent Countries: Mapping the Terrain and Making the Links to Educational Policy Chapter p.
- Full Text: false
Educational leadership that fosters 'student voice'
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of leadership in education: Theory and practice Vol. 9, no. 4 (2006), p. 279-284
- Full Text: false
- Reviewed:
- Description: This special issue focuses on a controversial topic that has been kept off the official agenda for far too long in educational circles. The question of how to pursue forms of leadership that listen to and attend to the voices of the most informed, yet marginalized witnesses of schooling, young people, has to be the most urgent issue of our times.
- Description: C1
- Description: 2003001901
Introduction to themed issue new pedagogies for school and community 'capacity building' in disadvantaged schools and communities
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 3-6
- Full Text: false
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- Description: The educational landscape is changing dramatically and profoundly for schools and communities across Australia and other western countries. It is no longer the case that children automatically do not attend their local neighbourhood school, nor can it be assumed that within public schools that there is a heterogenous social mix. What we have is an increasingly segregated, stratified and residualised system of education in Australia as neo-liberal policies of so-called 'choice' do their pock-marking with those who can afford it 'opting out' to private education, leaving behind those without the resources to exercise choice.
- Description: C1
- Description: 2003001904
The politics of reform of teachers' work and the consequences for schools : Some implications for teacher education
- Authors: Smyth, John
- Date: 2006
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 34, no. 3 (2006), p. 301-319
- Full Text: false
- Reviewed:
- Description: This paper argues that we are currently experiencing a debilitating overload of political interference and media hyperbole in respect of teaching and teacher education, and that much of this blitzkrieg amounts to a 'political spectacle' and blatant neo-liberal ideology dressed up as rational analysis. The politics of disparagement being unleashed on public education, and by association teacher education, is intended to laminate over the real issue, which is a cultural war over what is officially allowed to constitute teaching and learning.
- Description: C1
- Description: 2003001902
School leadership that is informed by students' and teachers' voices of hope : Reclaiming our lost ways from an Australian perspective
- Authors: Smyth, John
- Date: 2005
- Type: Text , Journal article
- Relation: Journal of School Leadership Vol. 15, no. (2005), p. 130-142
- Full Text: false
- Reviewed:
- Description: C1
- Description: 2003001468
Standards of critical inquiry
- Authors: Smyth, John
- Date: 2005
- Type: Text , Book chapter
- Relation: Standards for Instructional Supervision Chapter 14 p. 91-105
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003001463