Show Less

Doing Critical Educational Research

A Conversation with the Research of John Smyth

Series:

John Smyth, Barry Down, Peter McInerney and Robert Hattam

John Smyth’s remarkable body of writing, research and scholarship has spanned four decades, and the urgency of our times makes it imperative to look in some depth at the breadth of his research and its trajectory, in order to see how we can connect, extend, build and enrich our understandings from it. Possibly the single most unique aspect to Smyth’s version of critical research is his passion for living and ‘doing’ what it means to be a critical pedagogue. For him, ‘doing’ is a verb that gives expression to what he believes it means to be a critical scholar. This necessitates actively listening to lives; taking on an advocacy position with informant groups; displaying a commitment to praxis; and being activist in celebrating ‘local responses’ to global issues. Smyth’s research is pursued with vigour through the lives he researches, as he interrupts and punctures ‘bad’ theory, supplanting it with more democratic alternatives, which, by his own admission, makes his research (and all research), political.

Prices

Show Summary Details
Restricted access

Table of Contents

Extract

c h a p t e r t w o Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Chapter One: Opening up his ‘Intellectual Craftsmanship’ . . . . . . . . . . . . . . . . . . 1 Searching for a Hook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 ‘Stimulating the Sociological Imagination’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Some of Mills’ Key Anchor Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Some Major ‘Critical’ Anchor Points for John Smyth . . . . . . . . . . . . . . . . . . . . . . . . . . 8 How to ‘Read’ this Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter Two: Teachers’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Towards an Imagined Future—Some Reflections from John Smyth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Prolegomenon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A Policy Exorcism Around Teachers’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 The Politicization of Teachers’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 De-humanization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Instrumentalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 T able of Contents vi | doing critical educational research Progressing the Conversation—Scoping a Critical Research Agenda for Teachers’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 What are We Fighting Against? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Becoming Critical: Challenges and Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Interrupting Monday Morning: Critically Reflective Practice as a Way Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Describing … What do I do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Informing … What does this Mean? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Confronting … How did Things Come to be like this? . . . . . . . . . . . . . . . . . 35 Reconstructing … How might Things be done Differently? . . . . . . . . . . . . 36 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter Three: Students’ Lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Towards an Imagined Future—Some Reflections from John Smyth . . . . . . . . 39 What’s Someone Like Me Doing in an Area Like this? . . . . . . . . . . . . . . . . . . . . 39 ‘Personal Troubles’ and ‘Public Issues’—As this Applies to Young Lives . . . . 43 Student Voice—A Way into a New ‘Imagined World’ . . . . . . . . . . . . . . . . . . . . . 45 Being political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Creating space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Starting from immediacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Speaking data into existence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Advocacy position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Progressing the Conversation—Listen to Me, it’s My School too! Making Students Critical Agents . . . . . . . . . . . . . . . . . . . . . . . . . . . 49...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.