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

Subject Index

Extract

A Abandoned institutional husks, 110 Academic specialisation, 5 Academic vandal, 48, 150 Accountability, 19, 24, 119, 122, 123 Action research, 117 Active forms of citizenship, 104 Active subversion, 146 Actively listening, 8, 144 Activist, 10, 46, 79, 98, 117, 135, 144, 145 Activist scholarship/research, 145 Activist and Socially Critical School and Community Renewal, 81, 83, 86, 95, 151 Adorno, T., 142 Advantaging, 5 Advocacy ethnography, 73 Advocacy leadership, 116, 117, 118, 127, 128, 129, 155 Advocacy research, 8, 42, 49, 73, 118, 134, 135, 147 Against the grain, 44, 109 Agency, 26, 45, 52, 60, 71, 134 Alien discourse, 92 Alinsky, S., 114, 115 Alliances of solidarity, 127, 129 Analyzing it to death, 44 Anchor Points, 1, 2, 6, 8, 12, 98 Another school is possible, 35 Anthropological fieldwork, 69 Anthropology, 69, 70, 71 Anti-intellectual anti-democratic culture, 29 Apolitical, 16, 94 Apparent school completion rates, 41 Appearance of freedom, 16 Argumentative and polemical, 4 Assault on public schools, 24 Asset-based approach, 91 Asymmetrical power relations, 45 At risk, 23, 57, 82, 84, 95, 102, 134, 152 Augustine of Hippo, 141, 143 Authentic assessment, 136 Authentic community engagement, 105 Authentic participation/engagement, 88, 89 Authentic space, 48 Authorial monologue, 70 180 | doing critical education research Authoritative discourses/solutions, 90, 138, 147, 152 B Back-to-basics, 23, 118 Banking pedagogy, 31, 64 Basket cases, 81 Bastard leadership, 115 Batch processing, 62 Becoming educated, 46 Becoming somebody, 46, 58, 74 Behavior management, 60 Being critical, 73 Being done to, 53 Being excluded or eased out of...

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.