A Conversation with the Research of John Smyth
Chapter Three: Students’ Lives
c h a p t e r t w oh r e e Students’ Lives Towards an Imagined Future—Some Reflections from John Smyth What’s Someone Like Me Doing in an Area Like this? This might be a good move with which to open up this section of the book. We live in what are undeniably ‘marketized’ times. There is seemingly no domain of life that has not been reduced to market value in the neoliberal turn. The irony is, that in respect of schooling, the primary beneficiaries—students (?)—have been systematically and willfully excluded from being allowed to express their prefer- ences, feelings and aspirations in respect of their own education. The effects of this exclusion are demonstrably on display in all kinds of ways. In the absence of any official space in which to ‘have a say’, young people have made their feelings known through their alienation, disaffection and disengagement from what is on offer in schools. Back to my opening question—how come someone like me with Masters and PhD degrees in educational administration and policy and an undergraduate degree in Commerce and Economics is doing research on students’ lives? The short answer is that when you have been up close to dishonest, fake and diminished 40 | doing critical educational research thinking, it makes you want to find more refreshing and robust ways of confronting and approaching complex problems. After many years of falsely believing that fields like educational management, leadership, policy and administration were committed to...
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