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

References

Extract

Acker, S. (1999). The realities of teachers’ work: never a dull moment. London & New York: Cassell. Adorno, T. (1994 [1974]). Minima moralia: reflections from damaged life. London: Verso. Agger, B. (1992). The discourse of domination: from Frankfurt School to postmodernism. Evanston, IL: Northwestern University Press. Agger, B. (2000). Public sociology: from social facts to literary acts. Lanham, MD: Rowman & Littlefield. Ahlquist, R., Gorski, P., & Montano, T. (Eds.). (2011). Assault on kids: how hyper-accountability, corporatization, deficit ideologies, and Ruby Payne are destroying our schools. New York: Peter Lang Publishing. Ainley, J. (1995). Students’ view of their schools. Unicorn, 21(3), 5–16. Aittola, T., Koikkalainen, R., & Sironen, E. (Eds.). (1995). Confronting strangeness: towards a reflexive modernization of the school. Jyvaskyla, Finland: University of Jyvaskyla. Alinsky, S. (1989a). Rules for radicals: a pragmatic primer for realistic radicals. New York: Vintage. Alinsky, S. (1989b). Reville for radicals. New York: Vintage Books. Anderson, G. (1998). Toward authentic participation: deconstructing the discourse of participa- tory reforms in education. American Educational Research Journal, 35(4), 571–603. Anderson, G. (2009). Advocacy leadership: towards a post-reform agenda in education. New York: Routledge. Anderson, G., & Herr, K. (Eds.). (2007). Encyclopedia of activism and social justice. Thousand Oaks, CA: Sage Publishers. Angus, L. (1996). Cultural dynamics and organizational analysis: leadership, administration and the management of meaning in schools. In K. Leithwood, J. Chapman, P. Corson 158 | doing critical educational research & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 967–996). Dordrecht: Kluwer Publishing. Angus, L. (2006)...

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.