Doing critical educational research, Smyth, John Down, Barry Mcinerney, Peter Hattam, Robert

Автор: Smyth, John Down, Barry Mcinerney, Peter Hattam, Robert
Название: Doing critical educational research
ISBN: 1433123185 ISBN-13(EAN): 9781433123184
Издательство: Peter Lang
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Описание: 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.

Автор: Smyth, John Mcinerney, Peter
Название: From silent witnesses to active agents
ISBN: 1433113732 ISBN-13(EAN): 9781433113734
Издательство: Peter Lang
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Описание: From Silent Witnesses to Active Agents

Автор: Smyth, John Mcinerney, Peter
Название: Becoming educated
ISBN: 1433122111 ISBN-13(EAN): 9781433122118
Издательство: Peter Lang
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Цена: 6514.00 р.
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Описание: Becoming Educated examines the education of young people, especially those from the most ‘disadvantaged’ contexts. The book argues that because the focus has been obdurately and willfully on the wrong things – blaming students; measuring, testing and comparing them; and treating families and communities in demeaning ways that convert them into mere ‘consumers’ – that the resulting misdiagnoses have produced a damaging ensemble of faulty ‘solutions.’ By shifting the emphasis to looking at what is going on ‘inside’ young lives and communities, this book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples’ aspirations. These are a radically different set of constructs from the worn-out ones that continue to be trotted out, and, if understood and seriously attended to, they have the potential to make a real difference in young lives. This is a book that ought to be read by all who claim to know what is in the best interests of young people who are becoming educated.