Portrait of Professor John  Smyth Professor John Smyth

j.smyth@hud.ac.uk | 01484 478224



Biography

Qualifications: B.Comm, Dip Ed, B.Ed Studs, M. Ed Admin, M. Pol Law, PhD, FASSA

John Smyth was appointed Visiting Professor of Education and Social Justice at the University of Huddersfield in 2015. He has previously held professorships and visiting professorships in Australia, Canada, New Zealand and the UK, and is a former a Senior Fulbright Scholar. John is the author or co-author of 30 academic books, and over 130 papers in peer-reviewed academic journals, and 80 book chapters. He has been principal investigator or co-investigator for over 70 major research projects funded by bodies based in Australia, Canada, Malaysia, New Zealand, the UK and the USA, and is recognised as one of the world’s leading critical scholars. John has served on editorial boards for over 20 leading academic journals; refereed funding applications for a range of bodies in Australia, New Zealand, the UK, and the USA; and acted as an expert consultant to universities and government bodies in a number of countries.

John’s research interests include the sociology of youth; school and community capacity building; critical pedagogy; educational leadership; and the lives of students and teachers, especially those working in challenging circumstances. Methodologically, John’s work draws on critical policy analysis, ethnography and other forms of qualitative analyses, and focuses particularly on examining and challenging educational and social disadvantage. He has supervised over 20 doctoral students to completion and examined more than 50 research degrees in Australia, New Zealand, and the USA.

Research and Scholarship

Current Research Interests

• Sociology of education

• Critical ethnography

• Sociology of youth

• Political economy of teachers’ work

• Critical policy analysis

• Policy activism

• Democratic forms of leadership

• Social justice

• Forms of critical community engagement

Research Grants

Over the course of the academic year John Smyth has been the recipient and chief investigator of 20 Australian Research Council Grants totalling $AUD 3.85 million.

Publications and other Research Outputs

2015

Smyth, J., Down, B & McInerney, P. The socially just school speaks back to neoliberalism. In M. Abendroth & B.Porfilio (eds) School Against Neoliberal Rule: Educational Fronts for Local and Global Justice: A Reader. Charlotte, NC: Information Age Publishing, 2015

Smyth, J. Why do educational leaders need to be concerned about ‘drop outs’? In J. Portelli & D. Griffiths (eds) Key Questions for Educational Leaders, 2015

Farrugia, D., Smyth, J. & Harrison, T. ‘Vulnerable’, ‘at risk’, ‘disengaged’: regional young people. In K. te Riele (ed) Conceptions of ‘vulnerable youth’: theory, policy and practice. Rotterdam: Sense Publishers, 2015

Smyth, J. The ‘flat world’ of education will not level the severely uneven educational playing field: a review of Linda. Darling–Hammond The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future. In J. DeVitis (ed) Contemporary Education Classics: A Reader. New York: Peter Lang Publishing, 2015

Smyth, J. Space, place and neighbourhood in the pursuit of the socially just school.  In A. Montgomery & I. Kehoe (eds) Reimaging Schooling. Dordrecht: Springer, 2015

Smyth, J. Geographies of trust: ‘relational power’ when students have control in their re-engagement with learning. In N. Noddings & H. Lees (eds) Palgrave International Handbook of Alternative Education Basingstoke: Palgrave, 2015

Smyth, J., & Robinson, J. ‘Give me air not shelter’: critical tales from ‘beyond school’. Journal of Education Policy 30 (2), 2015, pp. 220-236

Smyth, J., & Harrison, T. What it means to be studying ‘against the grain’ of neoliberalism in a community-based university program in a ‘disadvantaged area’. Journal of Educational Administration and History (Themed Issue Educational administration and neoliberalism: historical and contemporary perspectives), 2015

Smyth, J., & Hewitson, R. Voices from adolescent ‘shape shifters’: accessing portraits in Becoming Educated  Children’s Geographies, 2015 DOI:10.1080/14733285.2014.964664

Farrugia, D., Smyth, J. & Harrison, T.Rural young people in late modernity: place, globalization and the spatial contours of imagination. Current Sociology, 2015 DOI: 10.1177/0011392114538959

Farrugia, D., Smyth, J. & Harrison, T. Emplacing young people in an Australian rural community: an extraverted sense of place in times of change. Journal of Youth Studies, 2015 DOI:10.1080/13676261.2014.901495

Hattam, R. & Smyth, J. Thinking past educational disadvantage, theories of reproduction. Sociology, 2015 DOI: 10.1177/0038038514540578

Farrugia, D. Harrison, T. & Smyth, J. Moral distinctions and structural inequality in late modernity: homeless youth salvaging the self. Sociological Review,  2015

Farrugia, D., Smyth, J., & Harrison, T. Affective typologies of rural youth embodiment. Sociologia Ruralis, 2015

2014

Smyth, J., Down, B., McInerney, P., & Hattam, R. Doing Critical Educational Research: A Conversation with the Research of John Smyth. New York: Peter Lang Publishing 2014, pp.  1-193)

Smyth, J., Down, B., & McInerney, P. The Socially Just School: Making Space for Youth to Speak Back. Dordrecht: Springer Publishers, 2014, pp. 1-195

Smyth, J. & McInerney, P. Becoming Educated: Young People’s Narratives of Disadvantage, Class, Place and Identity. New York: Peter Lang Publishing , 2014, pp. 1-174.

Smyth, J. An evolving criticality in youth/student voice in hardening neoliberal times. In A. Ibrahim & S. Steinberg (eds) The Critical Youth Studies Reader. New York: Peter Lang Publishing, 2014, pp. 69-79.

 

 

Smyth, J. ‘It need not have been this way’: School reform around the socially just school in Australia and lessons from the Finnish educational miracle. In J. DeVitis & K. Tabachnick (eds) School Reform Critics: The Struggle for Democratic Schooling. New York: Peter Lang Publishing, 2014, pp. 59-70.

Farrugia, D., Smyth, J. & Harrison, T. Emplacing young people in an Australian rural community: an extraverted sense of place in times of change. Journal of Youth Studies 17 (9), 2014, pp. 1152-1167

Smyth, J. Improving schools in poor areas: it’s not about the organization, structures and privatisation, stupid! Improving Schools 17(3), 2014, 231-240

Smyth, J. Review essay: Education reform makes no sense without social class. British Journal of Sociology of Education 35 (6), 2014, 953-962

McInerney, P. & Smyth, J. ‘I want to get a piece of paper that says I can do stuff’: Young people’s narratives of educational opportunities and constraints around ‘funds of knowledge’ in low socioeconomic neighourhoods. Ethnography and Education 9 (3), 2014, pp. 239-252

Smyth, J. & McInerney, P. ‘Ordinary kids’ navigating geographies of educational opportunity in the context of an Australian ‘placed-based intervention’. Journal of Education Policy 29 (3) 2014, pp. 285-301

Smyth, J., Robinson, J. & McInerney, P. It’s our turn—young people ‘tilting’ the neo-liberal turn. Journal of Youth Studies 17 (4) 2014, pp. 492-509.

Smyth, J. , A. Mooney, & M. Casey. Where has class gone?: Girls, class and physical activity in a rural town Sport, Education and Society 19 (1), 2014, pp. 1-18

2013

Smyth, J. & Wrigley, T. Living on the Edge: Rethinking Poverty, Class and Schooling.  New York: Peter Lang Publishing, 2013, pp. 1-239

Smyth, J. Young people speaking back from the margins. In K. Tilleczek (ed) Marginalized Youth in Contemporary Education Contexts. Waterloo, Ontario; Wilfred Laurier University Press, 2013, pp. 43-57

 

Smyth, J. How Did We Get to this Situation? The Immiseration of the Modern University in a Globalising Context. In J. DeVitis (ed) Contemporary Colleges and Universities: A Reader. New York: Peter Lang Publishing, 2013, pp. 332-346

Casey, M., Mooney, A., Eime, R.,  Harvey, J., Smyth, J., Telford, A. & Payne, W. Linking physical education with community sport and recreation – A program for adolescent girls. Health Promotion Practice 14(5), 2013, pp. 721-731

Smyth, J., McInerney, P. & Fish, T. Blurring the boundaries: from Relational Learning towards a Critical Pedagogy of Engagement for Disengaged Disadvantaged Young People. Pedagogy, Culture and Society 21 (2), 2013, pp. 299-320

Smyth, J. & McInerney, P. Whose side are you on? Advocacy ethnography: some methodological aspects of narrative portraits of disadvantaged young people, in socially critical research. International Journal of Qualitative Studies in Education 26 (1), 2013, pp. 1-20

Smyth, J., McInerney, P., & Fish, T. Re-engagement to where? Low SES students in alternative education programs on the path to low status destinations? Research in Post-Compulsory Education 18 (1-2), 2013, pp. 194-207

Smyth, J. Losing our way?  Losing our Way? Challenging the direction of teacher education in Australia and re-framing it around the socially just school. Asia-Pacific Journal of Teacher Education 41 (1), 2013, pp. 115-126

Smyth, J. & McInerney, P. Making ‘space’: young people who are put at disadvantage re-engaging with learning. British Journal of Sociology of Education 34 (1), 2013, pp. 39-55.

2012

Smyth, J. & McInerney, P. Silent Witnesses to Active Agents: Student Voice in Re-engagaging with Learning. New York: Peter Lang Publishing, 2012, pp. 1-137

Down, B. & Smyth, J. (eds) Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times. Dordrecht, The Netherlands: Springer, 2012, pp. 1-306

Smyth, J. Problematising teachers’ work: implications for teacher education. In Down, B. & Smyth, J. (eds) Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times. Dordrecht, The Netherlands: Springer, 2012, pp. 13-25.

Smyth, J. Teachers as classed cultural workers speaking back through critical reflection. In Down, B. & Smyth, J. (eds) Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times. Dordrecht, The Netherlands: Springer, 2012, pp. 81-95

Down, B. & Smyth, J. Introduction: From critique to new scripts and possibilities in teacher education. In Down, B. & Smyth, J. (eds) Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times. Dordrecht, The Netherlands: Springer, 2012, pp. 1-9

Smyth, J. When students ‘speak back’: student engagement towards a socially just society.  In J. Portelli & B. McMahon (eds) Student Engagement in Urban Schools: Beyond Neoliberal Discourses. Greenwich, CT: Information Age Publishing, 2012, pp. 73-90.

Robinson, J., Smyth, J., Down, B. & McInerney, P. Pushed out, shut out: Addressing unjust geographies of schooling and work. International Journal on School Disaffection  9 (2), 2012, pp. 7-24

McMahon, B., Munns, G. Smyth, J. & Zyngier, D. Student engagement for social justice: creating space for student voice. Teaching and Learning (Brock University, Canada) 7 (2) 2012, 63-78

Smyth, J. Doing research on student voice in Australia. Management in Education 26 (3), 2012, pp. 153-154
Smyth, J. Policy activism: an animating idea with/for young people. Journal of Educational Administration and History. 44(3), 2012, 179-186.

Down, B. & Smyth, J. ‘Getting a job’: vocationalism, identity formation and critical ethnographic inquiry. Journal of Educational Administration and History. 44(3), 2012, 203-219.

Smyth, J. & McInerney, P. Sculpting a ‘social space’ for re-engaging ‘disadvantaged’ young people with learning. Journal of Educational Administration and History. 44(3), 2012, 187-201.

Mooney, A., Casey, M., & Smyth, J. ‘You’re no-one if you’re not a netball girl: Rural and regional living adolescent girls’ negotiation of physically active identities through community sport. Annals of Leisure Research (Journal of the Australian and New Zealand Association of Leisure Studies), 15 (1), 2012, 19-37

Smyth, J.. The socially just school and critical pedagogies in communities put at a disadvantage. Critical Studies in Education  53 (1), 2012, pp.  9-18

Publications and Other Research Outputs

2016

Smyth, J (2016) ‘Geographies of trust: a politics of resistance for an alternative education’. In: The Palgrave International Handbook of Alternative Education. : Palgrave Macmillan. pp. 385-400. ISBN 9781137412904

Simmons, R. and Smyth, J. (2016) ‘Crisis of youth or youth in crisis? Education, employment and legitimation crisisInternational Journal of Lifelong Education , 35 (2), pp. 136-152. ISSN 0260-1370

2015

Smyth, J (2015) ‘Why Do Educational Leaders Need to be Concerned About “Dropouts”?’. In: Key Questions for Educational Leafers. : Word & Deed Publishing. pp. 251-254. ISBN 978-0-9918626-1-0

Smyth, J., Down, B. and McInerney, P. (2015) ‘The Socially Just School Speaks Back to Neoliberalism’. In: Understanding Neoliberal Rule in K-12 Schools. : Information Age Publishing. . ISBN 978-1-68123-123-5

Farrugia, D. and Smyth, J. (2015) ‘‘Vulnerable’, ‘At-Risk’, ‘Disengaged’: Regional Young People’. In: Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice. The Netherlands: Sense Publishers. pp. 165-180. ISBN 978-94-6300-120-5

Smyth, J. and Harrison, T. (2015) ‘What it means to be studyingagainst the grainof neoliberalism in a community-based university programme in a ‘disadvantaged area’Journal of Educational Administration and History , 47 (2), pp. 155-173. ISSN 0022-0620

Farrugia, D., Smyth, J. and Harrison, T. (2015) ‘Affective Topologies of Rural Youth EmbodimentSociologia Ruralis , p. n/a-n/a. ISSN 0038-0199

Farrugia, D., Smyth, J. and Harrison, T. (2015) ‘Moral distinctions and structural inequality: homeless youth salvaging the selfSociological Review . ISSN 0038-0261

Smyth, J. and Robinson, J. (2015) ‘‘Give me air not shelter’: critical tales of a policy case of student re-engagement frombeyond schoolJournal of Education Policy , 30 (2), pp. 220-236. ISSN 0268-0939

Hattam, R. and Smyth, J. (2015) ‘Thinking Past Educational Disadvantage, and Theories of ReproductionSociology , 49 (2), pp. 270-286. ISSN 0038-0385

Smyth, J. and Hewitson, R. (2015) ‘Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’Children's Geographies , 13 (6), pp. 692-706. ISSN 1473-3285

2014

Smyth, J (2014) ‘Improving schools in poor areas: It's not about the organisation, structures and privatisation, stupid!Improving Schools , 17 (3), pp. 231-240. ISSN 1365-4802

Farrugia, D., Smyth, J. and Harrison, T. (2014) ‘Emplacing young people in an Australian rural community: an extraverted sense of place in times of changeJournal of Youth Studies , 17 (9), pp. 1152-1167. ISSN 1367-6261

Farrugia, D., Smyth, J. and Harrison, T. (2014) ‘Emplacing young people in an Australian rural community: an extraverted sense of place in times of changeJournal of Youth Studies , 17 (9), pp. 1152-1167. ISSN 1367-6261

Smyth, J. and McInerney, P. (2014) Becoming Educated . Adolescent Cultures, School, and Society. : Peter Lang. ISBN 978-1-4331-2212-5

McInerney, P. and Smyth, J. (2014) ‘‘I want to get a piece of paper that says I can do stuff’: youth narratives of educational opportunities and constraints in low socio-economic neighbourhoodsEthnography and Education , 9 (3), pp. 239-252. ISSN 1745-7823

Smyth, J (2014) ‘"It Need Not Have Been This Way": School Reform Around the Socially Just School in Australia and Lessons from the Finnish Educational Miracle’. In: School Reform Critics: The Struggle for Democratic Schooling. : Peter Lang Publishing. . ISBN 978-1-4331-2040-4

Smyth, J., Down, B. and McInerney, P. (2014) The Socially Just School: Making Space for Youth to Speak Back . Explorations of Educational Purpose. : Springer Netherlands. ISBN 978-94-017-9059-8

Smyth, J (2014) ‘An ‘Evolving Criticality’ in Youth and/or Student Voice in Schools in Hardening Neoliberal Times’. In: Critical Youth Studies Reader. : Peter Lang Publishing. . ISBN 978-1-4331-2120-3

Smyth, J., Robinson, J. and McInerney, P. (2014) ‘It's our turn – young people ‘tilting’ the neoliberal turnJournal of Youth Studies , 17 (4), pp. 492-509. ISSN 1367-6261

Smyth, J., Down, B., McInerney, P. and Hattam, R. (2014) Doing Critical Educational Research: A Conversation with the Research of John Smyth . Teaching Contemporary Scholars. : Peter Lang Publishing. ISBN 978-1-4331-2318-4

Smyth, J (2014) ‘Education reform makes no sense without social classBritish Journal of Sociology of Education , 35 (6), pp. 953-962. ISSN 0142-5692

Smyth, J., Mooney, A. and Casey, M. (2014) ‘Where has class gone? The pervasiveness of class in girls' physical activity in a rural townSport, Education and Society , 19 (1), pp. 1-18. ISSN 1357-3322

Farrugia, D., Smyth, J. and Harrison, T. (2014) ‘Rural young people in late modernity: Place, globalisation and the spatial contours of identityCurrent Sociology , 62 (7), pp. 1036-1054. ISSN 0011-3921

Smyth, J. and McInerney, P. (2014) ‘‘Ordinary kids’ navigating geographies of educational opportunity in the context of an Australian ‘place-based intervention’Journal of Education Policy , 29 (3), pp. 285-301. ISSN 0268-0939

2013

Smyth, J. and Wrigley, T. (2013) Living on the Edge: Rethinking Poverty, Class and Schooling . : Peter Lang Publishing. ISBN 978-1433116858

Smyth, J (2013) ‘Young people speaking back from the margins’. In: Youth, Education, and Marginality: Local and Global Expressions. : Wilfrid Laurier University Press. pp. 43-57. ISBN 978-1554586349

Smyth, J., McInerney, P. and Fish, T. (2013) ‘Blurring the boundaries: from relational learning towards a critical pedagogy of engagement for disengaged disadvantaged young peoplePedagogy, Culture & Society , 21 (2), pp. 299-320. ISSN 1468-1366

Smyth, J., McInerney, P. and Fish, T. (2013) ‘Re-engagement to where? Low SES students in alternative-education programmes on the path to low-status destinations?Research in Post-Compulsory Education , 18 (1-2), pp. 194-207. ISSN 1359-6748

Smyth, J (2013) ‘How did we get to this situation? The immiseration of the modern university in a globalizing context’. In: Contemporary Colleges and Universities: A Reader (Adolescent Cultures, School, and Society). : Peter Lang Publishing Inc.. pp. 332-346. ISBN 978-1433116018

Smyth, J (2013) ‘Losing our way? Challenging the direction of teacher education in Australia by reframing it around the Socially Just SchoolAsia-Pacific Journal of Teacher Education , 41 (1), pp. 111-122. ISSN 1359-866X

Smyth, J. and McInerney, P. (2013) ‘Making ‘space’: young people put at a disadvantage re-engaging with learningBritish Journal of Sociology of Education , 34 (1), pp. 39-55. ISSN 0142-5692

Casey, M., Mooney, A., Eime, R., Harvey, J., Smyth, J., Telford, A. and Payne, W. (2013) ‘Linking Physical Education With Community Sport and Recreation: A Program for Adolescent GirlsHealth Promotion Practice , 14 (5), pp. 721-731. ISSN 1524-8399

Smyth, J. and McInerney, P. (2013) ‘Whose side are you on? Advocacy ethnography: some methodological aspects of narrative portraits of disadvantaged young people, in socially critical researchInternational Journal of Qualitative Studies in Education , 26 (1), pp. 1-20. ISSN 0951-8398

2012

Smyth, J (2012) ‘Policy activism: an animating idea with/for young peopleJournal of Educational Administration and History , 44 (3), pp. 179-186. ISSN 0022-0620

Robinson, J., Smyth, J., Down, B. and McInerney, P. (2012) ‘Pushed out, shut out: Addressing unjust geographies of schooling and workInternational Journal on School Disaffection , 9 (2), pp. 7-24. ISSN 1478-8497

Down, B. and Smyth, J. (2012) ‘‘Getting a job’: vocationalism, identity formation, and critical ethnographic inquiryJournal of Educational Administration and History , 44 (3), pp. 203-219. ISSN 0022-0620

Smyth, J. and McInerney, P. (2012) ‘Sculpting a ‘social space’ for re-engaging disengaged ‘disadvantaged’ young people with learningJournal of Educational Administration and History , 44 (3), pp. 187-201. ISSN 0022-0620

Mooney, A., Casey, M. and Smyth, J. (2012) ‘‘You're no-one if you're not a netball girl’: rural and regional adolescent girls’ negotiation of physically active identitiesAnnals of Leisure Research , 15 (1), pp. 19-37. ISSN 1174-5398

Smyth, J. and McInerney, P. (2012) From Silent Witnesses to Active Agents: Student Voice in Re-Engaging with Learning . New York: Peter Lang Publishing. ISBN 978-1433113734

Smyth, J (2012) ‘Thesocially just schooland critical pedagogies in communitiesput at a disadvantageCritical Studies in Education , 53 (1), pp. 9-18. ISSN 1750-8487

Smyth, J (2012) ‘When Students “Speak Back”: Student Engagement Towards a Socially Just Society’. In: Student Engagement in Urban Schools Beyond: Neoliberal Discourses. : Information Age Publishing. pp. 73-90. ISBN 978-1-61735-732-9

Down, B. and Smyth, J. (2012) ‘Introduction: From Critique to New Scripts and Possibilities in Teacher Education’. In: Critical Voices in Teacher Education. : Springer Verlag. . ISBN 978-94-007-3973-4

Smyth, J (2012) ‘Problematising Teachers’ Work in Dangerous Times’. In: Critical Voices in Teacher Education. : Springer Netherlands. pp. 13-25. ISBN 978-94-007-3973-4

Smyth, J (2012) ‘Doing research on student voice in AustraliaManagement in Education , 26 (3), pp. 153-154. ISSN 0892-0206

McMahon, B., Munns, G., Smyth, J. and Zyngier, D. (2012) ‘Student Engagement for Equity and Social Justice: Creating Space for Student VoiceTeaching and Learning , 7 (2), pp. 63-78. ISSN 1703-2598

Smyth, J (2012) ‘Teachers as Classed Cultural Workers Speaking Back Through Critical Reflection’. In: Critical Voices in Teacher Education. : Springer Verlag. pp. 81-95. ISBN 978-94-007-3973-4

2011

Smyth, J (2011) Critical Pedagogy for Social Justice . London & New York: Continuum. ISBN 978-1441172266

Smyth, J (2011) ‘The disaster of the ‘self-managing school’—its genesis, trajectory, undisclosed agenda, and effectsJournal of Educational Administration and History , 43 (2), pp. 95-117. ISSN 0022-0620

McInerney, P., Smyth, J. and Down, B. (2011) ‘‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based educationAsia-Pacific Journal of Teacher Education , 39 (1), pp. 3-16. ISSN 1359-866X

Smyth, J (2011) ‘Critical Civic Engagement from Inside an Australian School and Its Community Put at a Disadvantage’. In: Critical Civic Literacy: a reader. New York: Peter Lang Publishing. pp. 141-154. ISBN 9781433111723

Smyth, J (2011) ‘The Deakin Experience: the discovery, crafting and finessing of a Critical Perspective with which which to speak back’. In: Education, Social Justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora. Rotterdam The Netherlands: Sense Publishers. pp. 173-185. ISBN 9789460916373

Smyth, J (2011) ‘A dialogic encounter with Joe Kincheloe’s ‘Meet Me behind the Curtain’: Catalyst for an evolving contemporary critical theory of teachers’ work’. In: Key Works in Critical Pedagogy. : Sense Publishers. pp. 101-106. ISBN 978-94-6091-397-6

2010

Smyth, J. and Brown, M. (2010) ‘The profound effect and reach of Joe Kincheloe to the Antipodes—his work, his ideas and his influence as a personCultural Studies - Critical Methodologies , 10 (5), pp. 404-405.

Smyth, J (2010) ‘Speaking back to educational policy: why social inclusion will not work for disadvantaged schools in AustraliaCritical Studies in Education , 51 (2), pp. 113-128. ISSN 1750-8487

Smyth, J (2010) ‘Adolescent engagement, connectedness and ‘dropping out’ of school’. In: Adolescent Education: A Reader (Adolescent Cultures, School, and Society). New York: Peter Lang Publishing. pp. 195-208. ISBN 978-1-4331-0505-0

Smyth, J (2010) ‘Banking concept of education’. In: Encyclopedia of Curriculum Studies. Thousand Oaks, CA and London: SAGE Publications. pp. 70-71. ISBN 9781412958837

Smyth, J (2010) ‘The politics of derision, distrust and deficit—the damaging consequences for youth and communities put at a disadvantage’. In: Trust and Betrayal in Educational Administration and Leadership. New York & London: Routledge. pp. 169-183. ISBN 9780415873406

Smyth, J (2010) ‘Resistance and contestation’. In: Encyclopedia of Curriculum Studies. Thousand Oaks, CA and London: SAGE Publications. pp. 746-747. ISBN 9781412958837

Smyth, J (2010) ‘Conscientization’. In: Encyclopedia of Curriculum Studies. Thousand Oaks, CA & London: SAGE Publications. pp. 140-141. ISBN 9781412958837

Smyth, J (2010) ‘Critical theory and curriculum ideology’. In: Encyclopedia of Curriculum Studies. Thousand Oaks, CA & London: SAGE Publications. pp. 155-170. ISBN 9781412958837

Smyth, J (2010) ‘Critical teaching as the counter-hegemony to neo-liberalism’. In: Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-liberalism. New York: Palgrave Macmillan. pp. 187-209. ISBN 9780230607996

Smyth, J., Down, B. and McInerney, P. (2010) Hanging in with Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School . New York: Peter Lang Publishing. ISBN 978-1433106736

Smyth, J (2010) ‘Inclusive school leadership strategies in disadvantaged schools based on student and community voice: implications for Australian education policy’. In: Education and Poverty in Affluent Countries: Mapping the Terrain and Making the Links to Educational Policy. London & New York: Routledge. pp. 72-84. ISBN 978-0-415-99880-2

Smyth, J (2010) ‘Young people speaking back from the marginsEducation Canada , 50 (5), pp. 23-26. ISSN 0013-1253

2009

Smyth, J (2009) ‘Coming to critical engagement in disadvantaged contexts: an editorial introductionCritical Studies in Education , 50 (1), pp. 1-7. ISSN 1750-8487

Smyth, J (2009) ‘Critically engaged community capacity building and the ‘community organizing approach in disadvantaged schoolsCritical Studies in Education , 50 (1), pp. 9-22. ISSN 1750-8487

Smyth, J (2009) ‘A ‘pedagogical’ and ‘educative’ view of leadership’. In: Educational Leadership and Administration. London & Thousand Oaks, CA: SAGE Publications. pp. 165-186.

Smyth, J. and Gunter, H. (2009) ‘Debating New Labour education policy’. In: Radical Reforms: Perspectives on an Era of Educational Change. London & New York: Routledge. pp. 182-195. ISBN 978-0415464024

Smyth, J., Angus, L., Down, B. and McInerney, P. (2009) Activist and Socially Critical School and Community Renewal: Social Justice in Exploitative Times . Rotterdam, The Netherlands: Sense Publishers. ISBN 978-90-8790-652-8

2008

Smyth, J (2008) ‘Australia’s great disengagement with public education and social justice in educational leadershipJournal of Educational Administration and History , 40 (3), pp. 221-233. ISSN 0022-0620

Smyth, J (2008) ‘Critical engagement for collaborative action research’. In: Collaborative Action Research: Developing professional learning communities. New York: Teachers College Press. pp. 58-76. ISBN 978-0807748985

Smyth, J., Angus, L., Down, B. and McInerney, P. (2008) Critically Engaged Learning: Connecting to Young Lives . New York & London: Peter Lang Publishing. ISBN 978-1433101557

Smyth, J (2008) ‘Listening to student voice in the democratisation of schooling’. In: Political Approaches to Educational Administration and Leadership. London: Routledge. pp. 240-251. ISBN 0415962072

Gordon, S., Smyth, J. and Diehl, J. (2008) ‘The Iraq war, “sound science” and “science-based” educational reform: how the Bush Administration uses deception, manipulation and subterfuge to advance its chosen ideologyJournal for Critical Education Policy Studies , 6 (2). ISSN 1740-2743

2007

Smyth, J (2007) ‘Attrition from schools’. In: Gender and Education: An Encyclopedia. Westport, CT: Praeger. pp. 389-394. ISBN 978-0313333439

Smyth, J. and McInerney, P. (2007) ‘‘Living on the edge’: a case study of school reform working for disadvantaged young adolescentsTeachers College Record , 109 (5), pp. 1123-1170. ISSN 0161-4681

Smyth, J. and Fasoli, L. (2007) ‘Climbing over the rocks in the road to student engagement and learning in a challenging Australian high schoolEducational Research , 49 (3), pp. 273-295. ISSN 0013-1881

Smyth, J. and Whitehead, D. (2007) ‘Literacy research methodology that is up to the challengeLanguage and Education , 21 (5), pp. 377-386.

Smyth, J (2007) ‘Pedagogy, school culture and teacher learning towards more durable and resistant approaches to secondary school literacyLanguage and Education , 21 (5), pp. 406-419.

Smyth, J. and McInerney, P. (2007) Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling . New York: Peter Lang Publishing. ISBN 978-0820474595

Smyth, J (2007) ‘Toward the Pedagogically Engaged School: listening to student voice as a positive response to disengagement and ‘dropping out’’. In: International Handbook of Student Experience of Elementary and Secondary School. Dordrecht, The Netherlands: Springer Science Publishers. pp. 635-658. ISBN 978-1-4020-3366-7

May, S. and Smyth, J. (2007) ‘Addressing literacy in secondary schools: introductionLanguage and Education , 21 (5), pp. 365-369.

Smyth, J (2007) ‘Teacher development against the policy reform grain: an argument for recapturing relationships in teaching and learningTeacher Development , 11 (2), pp. 221-236. ISSN 1366-4530

2006

Smyth, J (2006) ‘The Politics of Reform of Teachers' Work and the Consequences for Schools: Some implications for teacher educationAsia-Pacific Journal of Teacher Education , 34 (3), pp. 301-319. ISSN 1359-866X

2005

Smyth, J (2005) ‘Standards for critical inquiry in supervision’. In: Standards for Instructional Supervision: Enhancing Teaching and Learning. New York: Eye on Education Publishers. pp. 91-105. ISBN 9781596670112

Smyth, J (2005) ‘Policy research and ‘damaged teachers’: towards an epistemologically respectful paradigm’. In: What Difference Does Research Make and for Whom?. New York: Peter Lang Publishing. pp. 141-156. ISBN 978-0820470733

Smyth, J (2005) ‘An argument for new understandings of early school leaving that go beyond the conventionalLondon Review of Education , 3 (2), pp. 117-130. ISSN 1474-8460

Smyth, J (2005) ‘School leadership that is informed by students’ (and teachers’) voices: reclaiming our lost ways from an Australian perspectiveThe Journal of School Leadership , 15 (2), pp. 130-142.

Smyth, J (2005) ‘Unmasking teacher’ subjectivities in local school management’. In: Researching Educational Leadership and Management: Reader. Milton Keynes: The Open University. pp. 8-27.

Smyth, J (2005) ‘Modernising the Australian education workplace: a case of failure to deliver for teachers of young disadvantaged adolescentsEducational Review , 57 (2), pp. 221-233. ISSN 0013-1911

Smyth, J (2005) ‘Foreword’. In: Teachers’ Work in Aotearoa New Zealand. South Bank, Victoria: Thomson/Dunmore Press. pp. 9-10. ISBN 0170124835

2004

Smyth, J (2004) ‘Teachers’ work: what is happening to it?’. In: Critical Thinking and Learning; an Encyclopedia. Westport, CT: Greenwood Press. pp. 216-221. ISBN 978-0313323898

Smyth, J (2004) ‘Social capital and the ‘Socially Just School’. British Journal of Sociology of EducationBritish Journal of Sociology of Education , 25 (1), pp. 19-33.

Smyth, J. and Shacklock, G. (2004) ‘Teachers doing their economic work’. In: The Routledge/Falmer Reader in Sociology of Education. London & New York: Routledge. pp. 240-261. ISBN 9780415327756

Smyth, J (2004) ‘Teacher and curriculum development: a clinical analysis perspective’. In: ACSA 20-20 Vision. 20 Articles from 20 Years of Curriculum Perspectives. Capturing the Curriculum Debate. Deakin West, Australian Capital Territory: Australian Curriculum Studies Association. pp. 55-72. ISBN 1875864407

Smyth, J. and Hattam, R. (2004) 'Dropping Out' Drifting Off, Being Excluded: Becoming Somebody Without School . New York: Peter Lang Publishing. ISBN 978-0820455075

Smyth, J. and Down, B. (2004) ‘Beyond the divide: individual, institutional and community ‘capacity building’ in a Western Australian regional contextEducation in Rural Australia , 14 (2), pp. 54-68. ISSN 1036-0026

Smyth, J (2004) ‘Taking flight: school reform through actively listening to the voices of early school leavers (and their teachers!)English in Aotearoa , 54 (4), pp. 13-28. ISSN 0113-7867

Smyth, J (2004) ‘Policy research and ‘damaged teachers’: towards an epistemologically respectful paradigmWaikato Journal of Education , 10, pp. 263-281. ISSN 1173-6135

2003

Smyth, J (2003) ‘A high school teacher’s experience of local school management: A case of the ‘system behaving badly towards teachers’Australian Journal of Education , 47 (3), pp. 265-282. ISSN 0004-9441

Hattam, R. and Smyth, J. (2003) ‘“Not everyone has a perfect life’: becoming somebody without schoolPedagogy, Culture and Society , 11 (3), pp. 379-398.

Smyth, J., McInerney, P. and Hattam, R. (2003) ‘Tackling school leaving at its source: A case of reform in the middle years of schoolingBritish Journal of Sociology of Education , 24 (2), pp. 177-193. ISSN 0142-5692

Smyth, J (2003) ‘The making of young lives with/against the school credentialJournal of education and work , 16 (2), pp. 127-146. ISSN 1363-9080

Smyth, J (2003) ‘Engaging the education sector: a policy orientation to stop damaging our schoolsLearning Communities: International Journal of Learning in Social Contexts , 1, pp. 22-40. ISSN 1329-1440

Smyth, J (2003) ‘Undamaging ‘damaged’ teachers: an antidote to the ‘Self-Managing School’Delta: Policy and Practice in Education , 55 (1), pp. 3-30.

2002

Smyth, J. and Hattam, R. (2002) ‘Early school leaving and the cultural geography of high schoolsBritish Educational Research Journal , 28 (3), pp. 375-397. ISSN 0141-1926

Smyth, J (2002) ‘‘Being Leaned On’: Social justice and the particular instance of researching teachers’ work in the ‘Self Managing School’Education and social justice , 4 (2), pp. 26-32. ISSN 1464-2869

Smyth, J (2002) ‘Unmasking teacher’ subjectivities in local school managementJournal of Education Policy , 17 (4), pp. 463-482. ISSN 0268-0939

Smyth, J (2002) ‘Geographies of exclusion’ in the policy reform of teachers’ work. An Essay ReviewDiscourse: Studies in the Cultural Politics of Education , 23 (3), pp. 357-363. ISSN 0159-6306

Smyth, J (2002) ‘Critical Scholar: Exploring a ‘Critical Politics of teachers’ Work’’. In: The Mission of the Scholar: Research and Practice. A Tribute to Nelson Haggerson. New York: Peter Lang Publishing. pp. 65-74.

2001

Smyth, J (2001) La Autonomia Escolar: Una Perspectiva Critica . Educación pública. Madrid: Ediciones Akal, SA. ISBN 9788446012399

Smyth, J (2001) Critical Politics of Teachers' Work: An Australian Perspective . New York & London: Peter Lang Publishing. ISBN 978-0-8204-4915-9

Smyth, J (2001) ‘A culture of teaching under 'New Management'’. In: The Performing School: Managing, Teaching and Learning in a Performance Culture. London & New York: Routledge. pp. 118-136. ISBN 978-0415247801

Smyth, J (2001) ‘Manufacturing the myth of the self-managing school as an international educational reform’. In: Taking Education Seriously: Four Years’ Hard Labour. London & New York: Routledge. pp. 238-253. ISBN 978-0415252102

Smyth, J (2001) ‘The Self-Managing School and Social Justice: are they on the same planet?The School Field: International Journal of Theory and Research in Education , 12 (3), pp. 71-90. ISSN 0353-6807

Smyth, J. and Hattam, R. (2001) ‘'Voiced' research as a sociology for understanding 'dropping out' of schoolBritish Journal of Sociology of Education , 22 (3), pp. 401-415. ISSN 0142-5692

2000

Smyth, J. and Hattam, R. (2000) ‘Intellectual as Hustler: Researching against the grain of the marketBritish Educational Research Journal , 26 (2), pp. 157-175. ISSN 0141-1926

Smyth, J (2000) ‘Educational Management for Extinction!International Journal of Leadership in Education , 3 (1), pp. 87-88. ISSN 1360-3124

Smyth, J., Dow, A., Hattam, R., Reid, A. and Shacklock, G. (2000) Teachers' Work in a Globalising Economy . London & New York: Falmer Press. ISBN 9780750709613

Smyth, J (2000) ‘La ensenanza la politica social: las imagenes de la ensenanza en favor del cambio democratico’. In: La ensenanza y los: La reforma de la ensenanza en un mundo en transformacion [Teaching in a World in Transformation]. Barcelona: Ediciones Padios Iberica. pp. 98-168.

Shacklock, G., Hattam, R. and Smyth, J. (2000) ‘Enterprise Education and Teachers' Work: Exploring the linksJournal of education and work , 13 (1), pp. 41-60. ISSN 1363-9080

Smyth, J (2000) ‘Reclaiming Social Capital Through Critical TeachingThe Elementary School Journal , 100 (5), p. 491. ISSN 0013-5984

McInerney, P., Hattam, R., Lawson, M. and Smyth, J. (2000) ‘Remembering Teachers' Learning in the Context of Policy ForgettingCurriculum Perspectives , 20 (3), pp. 29-36. ISSN 0159-7868

Whitehead, J., Taylor, W. and Smyth, J. (2000) ‘Book review: Teacher Education in Transition: Reforming Professionalism, J. Furlong, L. Barton, S. Miles, C. Whiting, G. Whitty, OUP, 2000British Journal of Sociology of Education , 21 (4). ISSN 0142-5692

1999

Smyth, J (1999) ‘Researching the cultural politics of teachers' learning’. In: Researching Teaching: Methodologies and Practices for Understanding Pedagogy. : Falmer Press. pp. 67-82. ISBN 978-0750709484

Smyth, J (1999) ‘Schooling and enterprise culture: pause for a critical policy analysisJournal of Education Policy , 14 (4), pp. 435-444. ISSN 0268-0939

Smyth, J., Shacklock, G. and Hattam, R. (1999) ‘Doing Critical Cultural Studies: an antidote to being done toDiscourse: Studies in the Cultural Politics of Education , 20 (1), pp. 73-87. ISSN 0159-6306

1998

Smyth, J., Lawson, M. and Hattam, R. (1998) Schooling for a Fair Go . : Federation Press. ISBN 9781862872967

Smyth, J. and Shacklock, G. (1998) Remaking Teaching: Ideology, Policy and Practice . London & New York: Routledge. ISBN 978-0415186919

Smyth, J., Hattam, R. and Shacklock, G. (1998) ‘Investigating enterprise culture in schools: is a socially critical enterprise education possible?’. In: Socially critical key competencies and vocational education and training : conference papers. Adelaide, South Australia: Australian Education Union (SA Branch). . ISBN 1863480242

Smyth, J. and Shacklock, G. (1998) ‘Behind the 'cleansing' of socially critical research accounts’. In: Being reflexive in critical and Social Educational Research. : Routledge. pp. 1-12. ISBN 978-0750707763

Smyth, J (1998) ‘Three rival versions and a critique of teacher staff development’. In: International Handbook of Educational Change. Dordrecht, The Netherlands: Kluwer Academic Publishers. pp. 1231-1244. ISBN 9780792335344

Smyth, J (1998) ‘Economic, political and social forces shaping school supervision’. In: Handbook of Research on School Supervision. : Macmillan. pp. 1173-1183. ISBN 9780028646626

Smyth, J (1998) ‘The school as a critical learning community’. In: Reclaiming Professional Knowledge: New Ways of Thinking About Teachers' Learning. Murdoch, Western Australia: Centre for Curriculum and Professional Development, Murdoch University. pp. 7-14. ISBN 086905595X

Smyth, J. and Dow, A. (1998) ‘What's Wrong with Outcomes? Spotter planes, action plans, and steerage of the educational workplaceBritish Journal of Sociology of Education , 19 (3), pp. 291-303. ISSN 0142-5692

Hattam, R. and Smyth, J. (1998) ‘The contested nature of defining competent teaching : a case study on the beginning teacher competency framework’. In: Understanding teaching : curriculum and the social context of schooling. Sydney: Harcourt Brace. pp. 113-119. ISBN 0729533190

Smyth, J. and Shacklock, G. (1998) ‘The politics and context of calls for cross?sectoral collaborative researchJournal of Education Policy , 13 (2), pp. 265-273. ISSN 0268-0939

Shacklock, G., Smyth, J. and Hattam, R. (1998) ‘The Effects of an Advanced Skills Teacher Classification of Teachers' Work: From Storied Accounts to Policy InsightJournal of Curriculum and Supervision , 13 (4), pp. 265-273.

Smyth, J (1998) ‘Reprofessionalising teaching: a university research institute engages teachers in creating dialogic space in schoolsTeacher Development , 2 (3), pp. 339-350. ISSN 1366-4530

Smyth, J (1998) ‘Finding the ‘Enunciative Space’ for Teacher Leadership and Teacher Learning in SchoolsAsia-Pacific Journal of Teacher Education , 26 (3), pp. 191-202. ISSN 1359-866X

Hattam, R. and Smyth, J. (1998) ‘Competing logics in the key competencies: a sociological reading of post-compulsory education and training in AustraliaResearch in Post-Compulsory Education , 3 (2), pp. 133-151. ISSN 1359-6748

Smyth, J., McInerney, P., Hattam, R. and Lawson, M. (1998) ‘Teacher learning: the way out of the school restructuring miasmaInternational Journal of Leadership in Education , 1 (2), pp. 95-109. ISSN 1360-3124

1997

Smyth, J (1997) ‘Education policy’. In: International Encyclopedia of Public Policy. Boulder, CO: Westview Press. pp. 1204-1206. ISBN 978-0813399775

Smyth, J (1997) ‘Teaching and Social Policy: Images of Teaching for Democratic ChangeInternational Handbook of Teachers and Teaching , 3, pp. 1081-1143. ISSN 2197-1951

Smyth, J., Shacklock, G. and Hattam, R. (1997) ‘Teacher development in difficult times: lessons from a policy initiative in AustraliaTeacher Development , 1 (1), pp. 11-20. ISSN 1366-4530

Hattam, R., Shacklock, G. and Smyth, J. (1997) ‘Towards a Practice of Critical Teaching about Teachers' WorkTeaching in Higher Education , 2 (3), pp. 225-241. ISSN 1356-2517

1996

Smyth, J (1996) ‘Is supervision more than the surveillance of instruction?’. In: Educational Supervision: Perspectives, Issues, and Controversies. : Christopher-Gordon Publishers. pp. 285-298. ISBN 978-0926842571

Smyth, J (1996) ‘Evaluation of teacher performance: move over hierarchy, here comes collegiality!Journal of Education Policy , 11 (2), pp. 185-196. ISSN 0268-0939

Smyth, J (1996) ‘Developing socially critical educators’. In: Working with Experience: Animating Learning. : Routledge. pp. 41-57. ISBN 978-0415142465

Smyth, J (1996) ‘The Socially Just Alternative to the ‘Self-Managing School’’. In: International Handbook of Educational Leadership and Administration. : Springer. pp. 1097-1131. ISBN 978-94-010-7203-8

1995

Smyth, J (1995) ‘Devolution and Teachers' Work: The Underside of a Complex PhenomenonEducational Management Administration & Leadership , 23 (3), pp. 168-175. ISSN 1741-1432

Smyth, J (1995) ‘An approach to the “self-managing school” that is more just, equitable and democraticSouth Australian Educational Leader , 6 (4), pp. 1-10. ISSN 1036-9805

Smyth, J (1995) ‘Higher Education Policy Reform in Australia: An Expansive Analysis’. In: Reform and change in higher education : international perspectives. New York: Garland Publication. . ISBN 0815317069

Smyth, J (1995) ‘What's Happening to Teachers’ Work in Australia?Educational Review , 47 (2), pp. 189-198. ISSN 0013-1911

Smyth, J (1995) Critical Discourses on Teacher Development . : Continuum International Publishing Group Ltd.. ISBN 978-0304334025

Smyth, J (1995) Academic Work: The Changing Labour Process in Higher Education . : Society for Research into Higher Education & Open University Press. ISBN 9780335190225

Smyth, J (1995) ‘Teacher's work and the labour process of teaching: central problematics in professional development’. In: New Paradigms and Practices in Professional Development. New York: Teachers College Press. pp. 69-91.

1994

Smyth, J (1994) ‘Education, Quality and the Community: A Response to the Report of the South Australian Audit CommissionCurriculum Perspectives , 14 (4), pp. 2-5.

Smyth, J (1994) ‘Skejjel mifthin ghall-Genituri f'dinja f'recessjoni : schools for parents within world recession’. In: Genituri u Ghalliema ghal Edukazzjoni Ahar / Parents and teachers for education. Malta: Mireva Publications. pp. 126-38. ISBN 9781870579377

Smyth, J (1994) ‘Critical educational research for new educational times : the case of advanced skills teachers in AustraliaNew Zealand Journal of Educational Administration , 9, pp. 2-12.

Smyth, J (1994) ‘A policy analysis of higher education reforms in Australia in the context of globalisationMelbourne Studies in Education , 35 (1), pp. 39-72. ISSN 0076-6275

Smyth, J (1994) ‘Devolution: international trends and the genesis of a wider process of educational re-structuring’. In: Devolution, decentralisation and recentralisation : the structure of Australian schooling. : Australian Education Union. pp. 6-8. ISBN 0646190644

Smyth, J (1994) ‘La reestructuración de las escuelas en Australia y Nueva Zelanda: contexto, análisis crítico y políticasRevista de educación (304), pp. 61-80. ISSN 0034-8082

1993

Smyth, J (1993) ‘Introduction’. In: A Socially Critical View Of The Self-Managing School. : Falmer Press. pp. 1-9. ISBN 978-0750702126

Smyth, J (1993) ‘Book review: Elementary schooling for critical democracy by Jesse Goodman, 1993International Journal of Qualitative Studies in Education , 6 (1), pp. 85-92. ISSN 0951-8398

Smyth, J (1993) A Socially Critical View Of The Self-Managing School . : Falmer Press. ISBN 978-0750702126

Smyth, J (1993) ‘Reflective Practice in Teacher EducationAustralian Journal of Teacher Education , 18 (1), pp. 85-92. ISSN 1835-517X

Smyth, J (1993) ‘Teacher collegiality: is it another way of controlling teachers ?’. In: Critical Issues in Australian Education in the 1990s.. Australia: Centre for Educational Leadership. pp. 138-145. ISBN 0646134736

1992

Smyth, J (1992) ‘Teachers' Work and the Politics of ReflectionAmerican Educational Research Journal , 29 (2), pp. 267-300. ISSN 0002-8312

Smyth, J (1992) ‘Trends, issues, and themes shaping teacher education in AustraliaThe Teacher Educator , 27 (4), pp. 21-32. ISSN 0887-8730

1991

Smyth, J (1991) Teachers As Collaborative Learners: Challenging Dominant Forms of Supervision . Milton Keynes, England: Open University Press. ISBN 9780335095889

Smyth, J (1991) ‘Problematising Teaching Through a ‘Critical’ Approach to Clinical SupervisionCurriculum Inquiry , 21 (3), pp. 321-352.

Smyth, J (1991) ‘International Perspectives on Teacher Collegiality: a labour process discussion based on the concept of teachers’ workBritish Journal of Sociology of Education , 12 (3), pp. 325-346. ISSN 0142-5692

Smyth, J (1991) ‘Una pedagogía crítica de la práctica en el aulaRevista de Education (294), pp. 275-300. ISSN 0034-8082

Smyth, J (1991) ‘Theories of the state and recent policy reforms in Australian higher educationDiscourse: Studies in the Cultural Politics of Education , 11 (2), pp. 48-69. ISSN 0159-6306

Smyth, J (1991) ‘Instructional supervision and the re-definition of who does it.Journal of Curriculum and Supervision , 7 (1), pp. 90-99.

1990

Smyth, J (1990) ‘A 'Dominant' View of Teacher Evaluation and Appraisal in AustraliaCurriculum Perspectives , 10 (4), pp. 50-56.

Gitlin, A. and Smyth, J. (1990) ‘Toward Educative Forms of Teacher EvaluationEducational Theory , 40 (1), pp. 83-94. ISSN 0013-2004

Smyth, J. and McLaren, P. (1990) ‘Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education*Educational Theory , 40 (2), pp. 267-280. ISSN 0013-2004

1989

Smyth, J (1989) ‘Developing and Sustaining Critical Reflection in Teacher EducationJournal of Teacher Education , 40 (2), pp. 2-9. ISSN 0022-4871

Smyth, J (1989) ‘Supervision?as?school reform: A critical perspectiveJournal of Education Policy , 4 (4), pp. 343-361. ISSN 0268-0939

Smyth, J (1989) ‘A "pedagogical" and "educative" view of leadership’. In: Critical Perspectives on Educational Leadership. London: Falmer Press. pp. 179-204. ISBN 1850005249

Smyth, J (1989) ‘An Alternative Vision and an "Educative" Agenda for Supervision as a Field of Study.Journal of Curriculum and Supervision , 4 (2), pp. 162-177.

Smyth, J. and Bates, R. (1989) ‘La administracion educativa: critica al enfoque tradicional’. In: Práctica crítica de la administración educativa. Valencia, Espana: Universitat de València. . ISBN 9788437004969

Smyth, J (1989) ‘A critical pedagogy of classroom practiceJournal of Curriculum Studies , 21 (6), pp. 483-502. ISSN 0022-0272

Gitlin, A. and Smyth, J. (1989) Teacher Evaluation: Educative Alternatives . : Falmer Press. ISBN 9781850005223

Smyth, J (1989) ‘Collegiality as a Counter Discourse to the Intrusion of Corporate Management into Higher EducationJournal of Tertiary Education Administration , 11 (2), pp. 143-155. ISSN 1036-9708

Smyth, J (1989) Critical perspectives on educational leadership . Deakin studies in education series ; 3. London: Falmer Press. ISBN 1850005249

1988

Smyth, J (1988) ‘Devolution of teachers' work: the underside of a complex phenomenon’. In: Policy, Leadership and Professional Knowledge in Education. : Sage. pp. 34-41. ISBN 9781446234303

Shacklock, G. and Smyth, J. (1988) Re-Making Teaching: Ideology, Policy and Practice . : Routledge. ISBN 978-0415186919

Shacklock, G. and Smyth, J. (1988) Being Reflexive in Critical and Social Educational Research . Social Research & Educational Studies. : Routledge. ISBN 978-0750707763

Smyth, J. and Hattam, R. (1988) ‘Intellectual as hustler: researching against the grain of marketization’. In: The ethos of the university : West and beyond. Adelaide, Australia: Flinders University Centre for Applied Philosophy; Flinders Institute for the Study of Teaching. pp. 145-178. ISBN 0725806664

Gitlin, A. and Smyth, J. (1988) ‘'Dominant' View of Teacher Evaluation and Appraisal: an international perspectiveJournal of Education for Teaching , 14 (3), pp. 237-257. ISSN 0260-7476

Smyth, J (1988) ‘A review of Donald Schön's The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books, 1983Studies in Continuing Education , 10 (2), pp. 164-171. ISSN 0158-037X

Hunt, I. and Smyth, J. (1988) The ethos of the university: West and beyond . Adelaide, Australia: Flinders University Centre for Applied Philosophy; Flinders Institute for the Study of Teaching. ISBN 0725806664

Smyth, J (1988) ‘A Critical Perspective for Clinical SupervisionJournal of Curriculum and Supervision , 3 (2), pp. 136-156.

1987

Smyth, J (1987) ‘Cinderella Syndrome: A Philosophical View of Supervision as a Field of StudyTeachers College Record , 88 (4), pp. 567-588.

Smyth, J (1987) Educating teachers: changing the nature of pedagogical knowledge . Contemporary analysis in education series. : Falmer Press. ISBN 9781850002949

1986

Smyth, J (1986) ‘Clinical Supervision: Technocratic Mindedness, or Emancipatory LearningJournal of Curriculum & Supervision , 1 (4), pp. 331-340.

Smyth, J (1986) Learning About Teaching Through Clinical Supervision . Croom Helm Curriculum Policy Policy and Research Series. : Routledge Kegan & Paul. ISBN 978-0709944171

Smyth, J (1986) ‘Towards a collaborative, reflective and critical mode of clinical supervision’. In: Learning About Teaching Through Clinical Supervision. London: Croom Helm. pp. 59-84. ISBN 978-0709944171

Smyth, J., Dickie, B. and Tinning, R. (1986) ‘Research?As?Practice: Experiences in a Graduate Course for Experienced TeachersHigher Education Research & Development , 5 (2), pp. 147-159. ISSN 0729-4360

Smyth, J (1986) ‘An Alternative and Critical Perspective for Clinical Supervision in Schools’. In: Critical Perspectives on the Organization and Improvement of Schooling. : Springer Netherlands. pp. 131-161. ISBN 978-94-010-8377-5

1985

Smyth, J (1985) ‘An Educative and Empowering Notion of LeadershipEducational Management Administration & Leadership , 13 (3), pp. 179-186. ISSN 1741-1432

Smyth, J (1985) ‘Developing a critical practice of clinical supervisionJournal of Curriculum Studies , 17 (1), pp. 1-1. ISSN 0022-0272

Smyth, J. and Colin, H. (1985) ‘A case study experience of a collaborative and responsive form of professional developmentThe Australian Journal of Teacher Education , 10 (1), pp. 1-17.

1984

Smyth, J (1984) ‘Towards a "critical consciousness" in the instructional supervision of experienced teachersCurriculum Inquiry , 14 (4), pp. 425-436.

Smyth, J. and Henry, C. (1984) ‘Instructional Supervision Re?visited: A collaborative and responsive alternativeBritish Journal of In-Service Education , 11 (1), pp. 47-55. ISSN 0305-7631

Smyth, J (1984) ‘Teachers as collaborative learners in clinical supervision: a state?of?the?art review1Journal of Education for Teaching , 10 (1), pp. 24-38. ISSN 0260-7476

Smyth, J (1984) ‘Time, achievement and teacher development’. In: Time and School Learning: Theory, Research and Practice. London: Croom Helm. pp. 128-143. ISBN 0709905181

1983

Smyth, J (1983) ‘Two for the price of one: staff development through the utilization of findings from research on teaching’. In: Training and Resource Manual: educational research and dissemination program. Washington, DC.: American Federation of Teachers. pp. 40-41.

1982

Smyth, J (1982) ‘Teacher and curriculum development: a clinical analysis of teachingCurriculum Perspectives , 2 (3), pp. 45-54.

Smyth, J (1982) ‘A Teacher Development Approach to Bridging the Practice?Research GapJournal of Curriculum Studies , 14 (4), pp. 331-342. ISSN 0022-0272

Smyth, J (1982) ‘The principle and teacher evaluation: auditor or artist?’. In: Principle Task: Australian Perspectives. Armidale: University of New England Press. pp. 154-164. ISBN 0858344149

1981

Smyth, J (1981) ‘Research on classroom management: studies of pupil engaged learning time as a special but instructive caseJournal of Education for Teaching , 7 (2), pp. 127-148. ISSN 0260-7476

1980

Smyth, J (1980) ‘Pupil Engaged Learning Time: Concepts, Findings and ImplicationsAustralian Journal of Education , 24 (3), pp. 225-245. ISSN 0004-9441

1977

Smyth, J (1977) ‘Education in Papua New Guinea : which direction?’. In: Studies in educational administration. : Commonwealth Council for Educational Administration. . ISBN 0909086117

Smyth, J (1977) ‘Pupli control ideology and the salience of teacher characteristicsJournal of Educational Administration , 15 (2), pp. 238-248. ISSN 0957-8234

1975

Smyth, J (1975) ‘Some Reflections on the Teaching of Economics and Commerce in a Developing CountryThe Journal of Economic Education , 7 (1), pp. 45-49. ISSN 0022-0485

Esteem

Fellowship of learned academies

• Elected fellow of the Academy of the Social Sciences in Australia (FASSA), 2011

Prestigious awards

• Asia Pacific Journal of Teacher Education: for the most downloads of an article in 2011
• American Educational Research Association: for the relating Research to Practice (Interpretive Scholarship) award, 2010
• American Educational Research Association, Palmer O Johnson award: for the most outstanding published article in 1992
• Senior Fulbright Research Scholar award, 1990


Distinguished visiting positions

• Simon Visiting Professor, University Manchester
• Distinguished Visiting Professor, University of Alberta
• Visiting Professor, Edith Cowan
• Lansdowne Fellow & Visiting Professor, University of Victoria
• Visiting Professor, Mount Saint Vincent University
• Visiting Distinguished Scholar, University of British Columbia
• Visiting Senior Research Scholar, Wilf Malcolm Institute, University of Waikato
• Visiting Professor, Massey University

Membership of international peer reviewed journals

• Member, British Journal of Sociology of Education
• Member, Power and Education
• Member, International Studies in Sociology of Education
• Member, Journal of Educational Administration and History
• Member, International Journal of Leadership in Education
• Member, International Journal of School Disaffection
• Member, The London Review of Education
• Member, RiSE: International Journal of Sociology of Education
• Member, School Leadership and Management
• Member, Journal of Learning Communities: International Journal of Learning in Social Context
• Member, Teacher Development: An International Journal of Teachers' Professional Development
• Member, Journal of Curriculum and Supervision
• Member, Journal of Teacher Education
• Member, Melbourne Studies in Education
• Member, The Australian Journal of Teacher Education
• Member, Journal of School Leadership

Referee for scholarly journals

• Journal of Educational Administration and History
• Oxford Review of Education
• International Journal of Qualitative Studies in Education
• Asia Pacific Journal of Teacher Education
• Globalisation, Societies and Education
• Social Psychology of Education
• Discourse: the Australian Journal of Educational Studies
• Language and Education: an International Journal,
• The Australian Journal of Education,
• Teaching and Teacher Education
• Journal of Teacher Education
• Journal of Education for Teaching
• Journal of Curriculum and Supervision
• Curriculum Inquiry
• American Educational Research Journal
• Canadian Journal of Education
• Journal of Education Policy
• Educational Administration Quarterly
• British Journal of Sociology of Education
• Journal of Youth Studies
• Environment and Planning A
• Power and Education
• New Zealand Journal of Educational Studies
• Critical Studies in Education

Reviewer for scholarly publishers

• London Institute of Education Press
• Polity Press
• Open University Press
• Prentice Hall Australia
• Teachers College Press
• Routledge/Falmer Press
• Springer
• Palgrave Macmillan

Reviewer for research agencies

• Economic and Social Research Council -
• Australian Research Council
• American Educational Research Association,
• Hong Kong Research Grants Council,
• Marsden Fund New, Zealand
• Social Sciences and Humanities Research Council, Canada

Examination of PhD and Masters theses

• University of Waikato
• University of Auckland
• Massey University
• Texas State University-San Marcos
• Murdoch University
• James Cook University
• Charles Darwin University
• Edith Cowan University
• University of South Australia
• University of Melbourne
• Monash University
• University of Queensland
• Deakin University

Research Degree Supervision

Research degree supervision


Principal supervisor of 25 PhDs and 33 Masters theses to completion

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