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Dr Laura Mazzoli Smith's Outputs (26)

Compassionate inquiry: digital storytelling and the ethics of care (2024)
Journal Article
Ward, S., Dragas, T., Mazzoli Smith, L., Ross, K., & Miao, Z. (online). Compassionate inquiry: digital storytelling and the ethics of care. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2394600

In this paper we identify the use of Digital Storytelling (DS) as a mode of pedagogy aligned with an ethics of care. We consider how DS, as summative assessment, may foreground care ethics such as attentiveness, responsiveness, and trust. Our interes... Read More about Compassionate inquiry: digital storytelling and the ethics of care.

Transformative and therapeutic benefits of digital storytelling: a phenomenological lifeworlds study of Patient Voices participant experiences (2024)
Journal Article
Mazzoli Smith, L., Hardy, P., Thompson, K., & Lucinda, W. (online). Transformative and therapeutic benefits of digital storytelling: a phenomenological lifeworlds study of Patient Voices participant experiences. Arts and Health: An International Journal for Research, Policy and Practice, 1-18. https://doi.org/10.1080/17533015.2024.2368767

Background: References to transformative and therapeutic bene-fits of digital storytelling are often made, yet this remains an under-explored area, which we foreground in this study.

Methods: A phenomenological research design was adopted to expl... Read More about Transformative and therapeutic benefits of digital storytelling: a phenomenological lifeworlds study of Patient Voices participant experiences.

Poverty proofing healthcare: A qualitative study of barriers to accessing healthcare for low-income families with children in northern England (2024)
Journal Article
Bidmead, E., Hayes, L., Mazzoli-Smith, L., Wildman, J., Rankin, J., Leggott, E., …Bramhall, L. (2024). Poverty proofing healthcare: A qualitative study of barriers to accessing healthcare for low-income families with children in northern England. PLoS ONE, 19(4), Article e0292983. https://doi.org/10.1371/journal.pone.0292983

Poverty impacts negatively on children’s health and future life chances. Access to the UK’s National Health Service (NHS) is based on clinical need rather than the ability to pay but horizontal inequities in access exist. Children North East, a chari... Read More about Poverty proofing healthcare: A qualitative study of barriers to accessing healthcare for low-income families with children in northern England.

Narrative-based Learning for Person-centred Healthcare: the Caring Stories Learning Framework (2023)
Journal Article
Mazzoli Smith, L., Villar, F., & Wendel, S. (2023). Narrative-based Learning for Person-centred Healthcare: the Caring Stories Learning Framework. Medical Humanities, 49(4), 583-592. https://doi.org/10.1136/medhum-2022-012530

This paper describes the learning framework for an innovative narrative-based training platform for healthcare professionals based on older patients’ narratives. The aim of Caring Stories is to place patients’ desires and needs at the heart of health... Read More about Narrative-based Learning for Person-centred Healthcare: the Caring Stories Learning Framework.

Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis (2023)
Journal Article
Dost, G., & Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis. Journal of Further and Higher Education, 47(6), 822-849. https://doi.org/10.1080/0309877x.2023.2191176

The current literature on ‘sense of belonging’ spans a number of disciplines, with no apparent consensus on definition between these, complicated by the fact that sense of belonging is temporal and context-sensitive (such as during COVID-19). In part... Read More about Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis.

The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University (2023)
Journal Article
Priestley, M., & Mazzoli-Smith, L. (2023). The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University. International Journal of Qualitative Methods, 22(January-December 2023), https://doi.org/10.1177/16094069231215234

Analysis of lived experience data is increasingly advocated as an enabling strategy to inform ethical and effective policy and practice, particularly in the university mental health field. However, where Michel Foucault’s work is often drawn on to fr... Read More about The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University.

Freedom through constraint: Young women's embodiment, space and wellbeing during lockdown (2022)
Journal Article
Harding, S., & Mazzoli Smith, L. (2022). Freedom through constraint: Young women's embodiment, space and wellbeing during lockdown. Wellbeing, Space and Society, 3, Article 100101. https://doi.org/10.1016/j.wss.2022.100101

Following the emergence of the COVID-19 pandemic and the associated lockdown restrictions in March 2020, young people were suddenly faced with a reduction and reconfiguration of the spaces in which they could ‘be’. This paper explores how in this loc... Read More about Freedom through constraint: Young women's embodiment, space and wellbeing during lockdown.

The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving (2021)
Journal Article
Nita, L., Mazzoli Smith, L., Chancellor, N., & Cramman, H. (2023). The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving. Research in Science and Technological Education, 41(2), 564-580. https://doi.org/10.1080/02635143.2021.1920905

Background Knowledge of quantum computing is arguably inaccessible to many, with knowledge of the complex mathematics involving a particular barrier to entry, creating difficulty in terms of teaching and inclusive learning for those without a high le... Read More about The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving.

The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice (2020)
Journal Article
Mazzoli Smith, L. (2021). The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice. Cambridge Journal of Education, 51(1), 85-103. https://doi.org/10.1080/0305764x.2020.1782351

The paper argues that there is a reductive logic inherent in conceptualisations of academic ability in some Western education research as currently configured. Effective interrogation of this concept necessitates consideration across relevant fields... Read More about The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice.

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.

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.