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All Outputs (53)

Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism (2020)
Journal Article
Woodley, H., & Mazzoli Smith, L. (2020). Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism. International Journal of Qualitative Methods, 19, Article 160940692090753. https://doi.org/10.1177/1609406920907533

This article discusses a doctoral study, completed by a then full-time teacher in a Pupil Referral Unit in the north of England, which shifted from a mixed-methods action research project to one that was largely autoethnographic in approach. This inc... Read More about Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism.

Using the concept of relational justice to apply fairness in schools (2019)
Journal Article
Laing, K., Mazzoli Smith, L., & Todd, L. (2019). Using the concept of relational justice to apply fairness in schools. International education journal (Australian and New Zealand Comparative and International Education Society. Print), 18(1), 128-142

This paper makes the case for fairness as a driver towards the United Nations Sustainable Development Goal of equitable quality education. We outline a dialogic fairness framework attending to the principles of relational justice in both the service... Read More about Using the concept of relational justice to apply fairness in schools.

Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation (2019)
Journal Article
Mazzoli Smith, L., & Todd, L. (2019). Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation. British Educational Research Journal, 45(2), 356-371. https://doi.org/10.1002/berj.3506

This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that h... Read More about Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation.

Poverty and school processes: from equality of opportunity to relational justice (2018)
Book Chapter
Laing, K., Mazzoli Smith, L., & Todd, L. (2018). Poverty and school processes: from equality of opportunity to relational justice. In S. Gannon, R. Hattam, & W. Sawyer (Eds.), Resisting educational inequality : reframing policy and practice in schools serving vulnerable communities (131-139). Routledge

In this chapter, the authors analyse, through their evaluation of Children North East's audit process which aims to 'poverty proof the school day', the operation of poverty on the relational structures and associated actions within school. Their anal... Read More about Poverty and school processes: from equality of opportunity to relational justice.

The impact agenda and critical social research in education: hitting the target but missing the spot? (2017)
Journal Article
Laing, K., Mazzoli Smith, L., & Todd, L. (2017). The impact agenda and critical social research in education: hitting the target but missing the spot?. Policy Futures in Education, 16(2), 169-184. https://doi.org/10.1177/1478210317742214

This paper considers whether the impact agenda that has developed over the last decade in UK universities is likely to help create the conditions in which critical educational research makes a more visible difference to society. The UK audit of unive... Read More about The impact agenda and critical social research in education: hitting the target but missing the spot?.

Students’ views on fairness in education: the importance of relational justice and stakes fairness (2017)
Journal Article
Mazzoli Smith, L., Todd, L., & Laing, K. (2017). Students’ views on fairness in education: the importance of relational justice and stakes fairness. Research Papers in Education, 33(3), 336-353. https://doi.org/10.1080/02671522.2017.1302500

This paper discusses a research project which sought to find out about young people’s views on fairness in education in English schools. Fairness is an everyday term, which in policy hides multiple and contradictory positions across the political div... Read More about Students’ views on fairness in education: the importance of relational justice and stakes fairness.

So-called giftedness and teacher education: issues of equity and inclusion (2016)
Journal Article
Mazzoli Smith, L., & Campbell, R. (2016). So-called giftedness and teacher education: issues of equity and inclusion. Teachers and Teaching: Theory and Practice, 22(2), https://doi.org/10.1080/13540602.2015.1055448

The education of students identified as ‘gifted’ has had a highly problematic history, having been judged as conceptually confused, socially and ethnically discriminatory, and educationally exclusive. Despite this, it is argued that contemporary rese... Read More about So-called giftedness and teacher education: issues of equity and inclusion.

The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian) = Прогрессивная парадигма одаренности и логика неолиберализма: экономические ценности как определяющий фактор ожиданий (2016)
Journal Article
Mazzoli Smith, L., & Chernoivanenko, Y. (2016). The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian) = Прогрессивная парадигма одаренности и логика неолиберализма: экономические ценности как определяющий фактор ожиданий. Social Phenomena, 3(6), 6-16

The paper sets forth an argument that the global landscape of neoliberalism is shaping the field of gifted education in fundamental ways. The core principles of neoliberalism work in opposition to much of what is referred to as ‘the progressive parad... Read More about The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian) = Прогрессивная парадигма одаренности и логика неолиберализма: экономические ценности как определяющий фактор ожиданий.

Educating Urban Youth: Fair or Foul? (2016)
Book Chapter
Laing, K., Mazzoli Smith, L., & Todd, L. (2016). Educating Urban Youth: Fair or Foul?. In S. Davoudi, & D. Bell (Eds.), Justice and fairness in the city (231-248). Policy Press

Poverty Proofing the School Day: Evaluation and Development Report (2016)
Report
Mazzoli Smith, L., & Todd, L. (2016). Poverty Proofing the School Day: Evaluation and Development Report. [No known commissioning body]

The aim of Poverty Proofing the School Day is to remove barriers to learning which exist because of the impacts of living in poverty. The Poverty Proofing audit consists of a whole-school evaluation, a written report and action plan and training for... Read More about Poverty Proofing the School Day: Evaluation and Development Report.

Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme (2015)
Report
Laing, K., & Mazzoli Smith, L. (2015). Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme. [No known commissioning body]

Choices Together is a programme for Looked After Young People (LAYP) in years 10 and 11, designed to introduce the concept of higher education. Choices Together has run since 2006/7 and this is the third year it has been run under the banner of the R... Read More about Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme.

Extending sociological theorising on high ability: the significance of values and lived experience (2014)
Journal Article
Mazzoli Smith, L. (2014). Extending sociological theorising on high ability: the significance of values and lived experience. International Studies in Sociology of Education, 24(4), 354-371. https://doi.org/10.1080/09620214.2014.976436

Sociological work on high ability is framed by social constructionist theorising and/or takes a social justice approach, and hence particular analytical intellectual traditions are foregrounded. Whilst these approaches have contributed the main criti... Read More about Extending sociological theorising on high ability: the significance of values and lived experience.

Fair or Foul? Towards practice and policy in fairness in education: short report (2014)
Report
Laing, K., Mazzoli Smith, L., & Todd, L. (2014). Fair or Foul? Towards practice and policy in fairness in education: short report. Newcastle City Council

Fairness in education means different things. On the one hand it is being treated the same and achieving the same standard – having a level playing field. Central to this is that entitlement through privilege is not seen as fair. But it is also havin... Read More about Fair or Foul? Towards practice and policy in fairness in education: short report.