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John Smyth

Kirjat ja teokset yhdessä paikassa: 38 kirjaa, julkaisuja vuosilta 1998-2020, suosituimpien joukossa Dialect and Folk Phrases of the Cotswolds. Vertaile teosten hintoja ja tarkista saatavuus suomalaisista kirjakaupoista.

38 kirjaa

Kirjojen julkaisuhaarukka 1998-2020.

From Silent Witnesses to Active Agents

From Silent Witnesses to Active Agents

John Smyth; Peter McInerney

Peter Lang Publishing Inc
2012
sidottu
Although they are typically viewed as silent witnesses in schools during the worldwide infatuation with school reform, this book, in fact, reveals young people to be active agents with something worthwhile to say about their schooling and what might be done to make learning more exciting and relevant to their lives and aspirations. The authors foreground the stories of some 100 young informants from low socioeconomic backgrounds who had been repelled by school, but found their way back in to learning through alternative education programs that offered them a sense of direction, hope, and purpose – although they also presented them with some tensions and dilemmas. At a time when educational policies are bearing down heavily on schools through national testing regimes, accountability standards, and other repressive measures, it is refreshing to hear from young people about ways that schools can be made more humane and educationally rewarding places.
From Silent Witnesses to Active Agents

From Silent Witnesses to Active Agents

John Smyth; Peter McInerney

Peter Lang Publishing Inc
2012
nidottu
Although they are typically viewed as silent witnesses in schools during the worldwide infatuation with school reform, this book, in fact, reveals young people to be active agents with something worthwhile to say about their schooling and what might be done to make learning more exciting and relevant to their lives and aspirations. The authors foreground the stories of some 100 young informants from low socioeconomic backgrounds who had been repelled by school, but found their way back in to learning through alternative education programs that offered them a sense of direction, hope, and purpose – although they also presented them with some tensions and dilemmas. At a time when educational policies are bearing down heavily on schools through national testing regimes, accountability standards, and other repressive measures, it is refreshing to hear from young people about ways that schools can be made more humane and educationally rewarding places.
Critical Pedagogy for Social Justice

Critical Pedagogy for Social Justice

John Smyth

Continuum Publishing Corporation
2011
nidottu
This is an incisive analysis of how Critical Pedagogy can be a force for positive change in schools around the world, helping the most disadvantaged students. We live in a time when those who wield unrestrained power believe they have the inalienable right to determine the destiny, nature and shape of social institutions like schools. "Critical Pedagogy for Social Justice" challenges this arrogance by showing how teachers, students, parents, communities, and researchers can develop narratives that amount to working with and for those who are increasingly being silenced, marginalised and excluded. John Smyth sets out to revisit critical pedagogy from a number of key leverage points. The overarching aim of the book is to unmask the deforming and distorting way power operates, while at the same time revealing how a commitment to a more socially just world can exist in the everyday lives and narratives of people who have a passion for transformative possibilities. This clear, concise, and persuasive book is ideal for those who are dissatisfied with the current turn in education and who are seeking an alternative set of views that emerge from the grounded experiences and practices in schools struggling with the most disadvantaged circumstances. Series blurb: Commemorating the 40th anniversary of "Pedagogy of the Oppressed", the new series "Critical Pedagogy Today" provides a range of incisive overviews and applications of Critical Pedagogy across fields and disciplines. Building on the work of Paulo Freire, the series reinvigorates his legacy and provides educators with an array of tools for questioning contemporary practices and forging new pedagogical methods.
Critical Pedagogy for Social Justice

Critical Pedagogy for Social Justice

John Smyth

Continuum Publishing Corporation
2011
sidottu
This is an incisive analysis of how Critical Pedagogy can be a force for positive change in schools around the world, helping the most disadvantaged students. We live in a time when those who wield unrestrained power believe they have the inalienable right to determine the destiny, nature and shape of social institutions like schools. "Critical Pedagogy for Social Justice" challenges this arrogance by showing how teachers, students, parents, communities, and researchers can develop narratives that amount to working with and for those who are increasingly being silenced, marginalised and excluded. John Smyth sets out to revisit critical pedagogy from a number of key leverage points. The overarching aim of the book is to unmask the deforming and distorting way power operates, while at the same time revealing how a commitment to a more socially just world can exist in the everyday lives and narratives of people who have a passion for transformative possibilities. This clear, concise, and persuasive book is ideal for those who are dissatisfied with the current turn in education and who are seeking an alternative set of views that emerge from the grounded experiences and practices in schools struggling with the most disadvantaged circumstances. Series blurb: Commemorating the 40th anniversary of "Pedagogy of the Oppressed", the new series "Critical Pedagogy Today" provides a range of incisive overviews and applications of Critical Pedagogy across fields and disciplines. Building on the work of Paulo Freire, the series reinvigorates his legacy and provides educators with an array of tools for questioning contemporary practices and forging new pedagogical methods.
‘Hanging in with Kids’ in Tough Times

‘Hanging in with Kids’ in Tough Times

John Smyth; Barry Down; Peter McInerney

Peter Lang Publishing Inc
2010
nidottu
This book brings a unique, innovative and refreshing perspective to one of the most protracted issues affecting young lives – disengagement from schooling. Rather than continuing to blame young people, as most educational policies do, this book examines disengagement from the vantage point of the lives, experiences, interests and aspirations of the communities from which young people come, and within which they are embedded. It uses a narrative and representational approach that gives detailed insights into the wider context of poverty, class, power, relationships and identity. A major and defining hallmark of the book is the emphasis it places upon a number of ‘doings’, – including community voice, identity formation, critical work education and education policy – all of which provide a very different set of scripts with which to reinvent the institution of high school.
Dialect and Folk Phrases of the Cotswolds

Dialect and Folk Phrases of the Cotswolds

John Smyth; Richard Webster Huntley; G.F. Northall

Amberley Publishing
2008
nidottu
This book brings together the work of three pioneer historians who took the trouble to record what they heard spoken in the area. In chronological terms, the first was John Smyth, of Nibley (1568-1641), steward to the Berkeleys (1589-1640). His manuscript is dated 1605, but he made amendments throughout his life, the last of which are dated 1639. The manuscript was published in 1885 under the title A Description of the Hundred of Berkeley. The second was a scholarly work by Richard Webster Huntley (1793-1857), whose Glossary of the Cotswold Dialect was published posthumously the year after his death. Last but not least G. F. Northall's Folk Phrases of Four Counties (1894), builds upon Huntley's work and reminds us that many familiar phrases such as 'stick and stones may break my bones' had their root in this area.
Critically Engaged Learning

Critically Engaged Learning

John Smyth; Lawrence Angus; Barry Down; Peter McInerney

Peter Lang Publishing Inc
2008
sidottu
This book – the finale in a trilogy by the authors – traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with ‘street-level’ bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.
Critically Engaged Learning

Critically Engaged Learning

John Smyth; Lawrence Angus; Barry Down; Peter McInerney

Peter Lang Publishing Inc
2008
nidottu
This book – the finale in a trilogy by the authors – traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with ‘street-level’ bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.
Teachers in the Middle

Teachers in the Middle

John Smyth; Peter McInerney

Peter Lang Publishing Inc
2006
nidottu
There is a profound and deepening crisis afflicting secondary schools in most parts of the world - but at its essence it is a crisis of a very different kind from the one portrayed by the media, the business community, politicians, and policy makers. Just what constitutes the crisis is highly problematic. What is being constructed for us through a concerted conservative assault and a new authoritarianism is one of failure by young people, their schools, and their teachers. But as with any moral panic, there are undisclosed interests and agenda operating, and they are not those of the people most directly affected, in this case young people. This book tackles those myths head-on. Through a multi-layered portrait analysis of young lives, adult lives, and school lives this book shows how schools, teachers, and young people are re-inventing themselves against the damaging prevailing educational policy discourses. Teachers are in the middle in all kinds of ways - they are a group who are continually being disparaged, pilloried, and denigrated by politicians and the media; they are caught in the shifting tectonic plates of capitalism as schools are increasingly required to do economic work; and they are continually mediating the emotional, social, and intellectual intersections between schools, society, classrooms, and young lives. Teachers in the Middle provides a critique as well as hope and possibility as schools engage pedagogically with the maelstrom in which they find themselves.
Dropping Out, Drifting Off, Being Excluded

Dropping Out, Drifting Off, Being Excluded

John Smyth; Robert Hattam

Peter Lang Publishing Inc
2004
nidottu
This book deals with one of the most urgent, damaging, and complex issues affecting young lives and contemporary society in general - the escalating high school dropout rate. Though against the wishes of teachers and school administrators, young people's decision to leave school is usually made under circumstances that provide little time or space for discussion. This book provides a disturbing account of how students' voices are over-ridden - lost in the imposition of curriculum and the rush to impose testing, accountability, and management regimes on schools. 'Dropping Out', Drifting Off, Being Excluded reveals the complex stories that surround identity formation in young lives and the interactive trouble as young people struggle to be heard within inhospitable schools and an equally unhelpful education system.
Critical Politics of Teachers' Work

Critical Politics of Teachers' Work

John Smyth

Peter Lang Publishing Inc
2001
nidottu
This book is about the damage that has been systematically inflicted upon teachers' work globally over the past two or more decades. It chronicles and traces the major policy maneuvers in what can only be described as difficult times . The effects are not hard to see in the language of the new technologies of power: competencies, vocationalization of the curriculum, appraisal, testing, accountability, restructuring, enterprise culture, and self-management, as well as through the cooption of progressive categories like collegiality, teacher development, and other reflective approaches to teaching. While these discourses mark out the oppressive contours of teaching there still exists considerable space to imagine and live out alternative discourses and practices. The way out of the miasma, it is argued, is to robustly confront and vigorously supplant dominant managerialist discourses with agenda and practices that are more democratic, educative, and socially just.
Teachers' Work in a Globalizing Economy

Teachers' Work in a Globalizing Economy

Alistair Dow; Robert Hattam; Alan Reid; Geoffrey Shacklock; John Smyth

Routledge Falmer
1999
sidottu
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching.
Teachers' Work in a Globalizing Economy

Teachers' Work in a Globalizing Economy

Alistair Dow; Robert Hattam; Alan Reid; Geoffrey Shacklock; John Smyth

Routledge Falmer
1999
nidottu
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching.
Re-Making Teaching

Re-Making Teaching

Geoffrey Shacklock; John Smyth

Routledge
1998
nidottu
Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies.