麻豆传媒

Introduction

I am a passionate advocate of the transformative role of education for social justice. My teaching and research focus on developing greater understandings about and action for race and language equality. Specifically, I draw on critical race theory (CRT) and critical understandings of whiteness. In working against discrimination of minoritized languages towards a just pedagogical approach, I draw on the theory/pedagogy of translanguaging (where all languages of a pupil are valorised and pupils are enabled to draw on all of their languages in the pursuit of learning). 

I have a shared website:

Recent Research

PI (working alongside Professor Vini Lander as co-I) for the project: 'Developing an anti-racism framework for Initial Teacher Education to mitigate racial inequities in education and to develop sustainable practices for the future' (Jointly funded by National Teaching Union and ESRC IAA). This led to the writing of an anti-racism framework for initial teacher education/training in England:

PI for an Erasmus funded European Project, entitled: ROMtels (Roma translanguaging enquiry learning space), which improved education for Roma pupils across Europe by enabling a translanguaging pedagogy (€261,317). ROMtels was shortlisted for the Times Higher Education Awards 2020 Research Project of the Year (Arts, Humanities and Social Sciences). ROMtels was also an impact case study in REF 2021.

I am Docent Chair of Multicultural Teacher Education at Helsinki University, Finland.

Roles and Responsibilities

I am EDI lead for ECLS.

I am module lead for EDU 3002 Social Justice and Education, BA Education

I am module lead for EDU 8218 Comparative Education, MA

PhD supervision

I am looking to supervise students in the areas of:

• Critical race theory as applied to education, including critical whiteness
• Translanguaging pedagogy for multilingual pupils
• Education of Roma pupils

Research Interests

My research focuses on developing greater understandings about and action for race and language equality. Specifically, I draw on critical race theory (CRT) and critical understandings of whiteness. In working against discrimination of minoritized languages towards a just pedagogical approach, I draw on the theory/pedagogy of translanguaging (where all languages of a pupil are valorised and pupils are enabled to draw on all of their languages in the pursuit of learning). 

I co-lead (with Professor Peter Hopkins) 'Researching racism and anti-racism' research seminar series (as part of NISS)

I co-lead (with Lydia Wysocki and Hanain Brohi) 'Critical education and discourse studies research - Cedars' reading group, ECLS. 

I was Impact Lead for ECLS till 2022.

Research Funding Includes:

PI: NEU Commission: Developing an anti-racism framework for Initial Teacher Education to mitigate racial inequities in education and to develop sustainable practices for the future (£10K). 2021

PI: UKRI SPF grant: Developing an anti-racism framework for Initial Teacher Education to mitigate racial inequities in education and to develop sustainable practices for the future (£20k). 2020-2021.

PI: 麻豆传媒 Social Justice Fund: Supporting Roma in 麻豆传媒: Access to Higher Education (£5,886.80). 2019-2020

PI: ESRC IAA: Extending ROMtels: Responding to local need (£9,853.87), 2017-2018.

PI: Erasmus plus: ROMtels (Roma translanguaging enquiry learning space) (in collaboration with Helsinki University, Catholic University of Paris, Middlesex University, Westgate Hill Primary school, People to people foundation, Romania (€261,317.00). 2014-2017

Current Postgraduate Supervision

Muhamad Ali (PT NINEDTP funded): Arabic speaking Asylum seeking and Refugee pupils’ and families’ understanding and experiences of linguistic and cultural integration in the UK educational context?

Ayeswary Sivarajah (FT): Translanguaging practices in English-Medium Instruction Classrooms in India

Laura Arbones Martinez (PT): Intersectional lenses in the Catalan as a foreign language classroom: exploring the representation of race, gender and sexuality and its impact in the learners’ investment

Martin Clephane (EdD): Navigating the Transition: An Autoethnographic and Narrative Inquiry Exploration of School Leaders' Experiences in Joining a Multi-Academy Trust 

William Gray (EdD): “So this is what we’re cheating about this week”: The relationship between pre-teaching and participation, attainment and attitudes in primary mathematics.

Previous Postgraduate Supervision

Muhamad Ali Alsheikh Muhamad (FT NEDTC/NINEDTP (ESRC) studentship, year 1): EAL provision for resettled Syrian refugees in North East mainstream schools: challenges and opportunities for teachers and students

Nada Bin Ghali (FT, year 2): Enabling Translanguaging in the Saudi EFL Classroom: Potential Implications for Language Learning Strategies

Sabina Bllaca (PT NINEDTP (ESRC) studentship, year 4): Supporting EAL pupils in mainstream primary classrooms: How do teachers facilitate communication to enable progress within lessons?

Lydia Wysocki (PT NEDTC/NINEDTP (ESRC) studentship, year 6): British comics, British values.

Dorine Lugendo (PhD, full time): Scaffolded Assistance in Kenyan Secondary School classrooms: The case of Maseno University student teachers of English

Gail Edwards (staff PhD): The Crisis of Transcendence and the (im)possibility of teacher education

Michiko Masuya (PhD part-time): How Discourse Constructs Values in the British and Japanese TV News

Shaban Aldabbus (IPhD): An investigation into the Impact of Language Games on Classroom Interaction and Pupil Achievement in Libyan Basic Education Schools.

Module Leader: EDU3002 Social Justice and Education

Module Leader: EDU8218 Comparative Education

Contributor to:

EDU 1001 Education, Children and Society

EDU 2009 Social Constructions of Childhood

HSC8047 Public Policy, Health and Health Inequalities

Primary PGCE

I supervise MAIEP students; BA Education students and PhD students

• Articles

  • Smith HJ. . Discourse: Studies in the Cultural Politics of Education 2023, 44(1), 1-15.
  • Smith HJ, Lander V. . Research Intelligence 2023, (154), 20-21.
  • Smith HJ, Lander V. . The Curriculum Journal 2023, 34(1), 22-42.
  • Smith HJS. . Prism: Casting New Light on Learning, Theory and Practice 2021, 3(2), 62-79.
  • Smith HJ, Robertson LH, Auger N, Wysocki L. . Journal for Critical Education Policy Studies 2020, 18(1), 98-135.
  • Smith HJ, Robertson L. . Language and Sociocultural Theory 2020, 6(2), 213-233.
  • Smith HJ, Wysocki L. . EAL Journal 2020, Autumn 2020, 41-44.
  • Smith HJ. . Journal of Education for Teaching 2016, 42(3), 298-313.
  • Smith HJ. . Journal of Curriculum and Pedagogy 2014, 11(1), 35-37.
  • Smith HJ. . Teaching Education 2013, 25(2), 217-238.
  • Smith H. . Journal of Education Policy 2013, 28(4), 427-448.
  • Smith HJ, Lander V. . Race, Ethnicity and Education 2012, 15(3), 331-351.
  • Smith HJ. . Modern Language Journal 2007, 91(3), 341-356.
  • Smith H. . Race Ethnicity and Education 2007, 10(4), 415-437.
  • Smith H. . Language and Education 2006, 20(5), 415-437.
  • Smith H, Higgins S. . Cambridge Journal of Education 2006, 36(4), 485-502.
  • Wall K, Higgins S, Smith H. . British Journal of Educational Technology 2005, 36(5), 851-867.
  • Smith HJ, Higgins S, Wall K, Miller J. . Journal of Computer Assisted Learning 2005, 21(2), 91-101.

• Book Chapters

  • Smith HJ. . In: Dr. Mitja Sardoč, ed. Encyclopedia of Diversity. Cham: Springer, 2024.
  • Smith HJ. . In: Mitja Sardoč, ed. Encyclopedia of Diversity. Cham: Springer, 2024.
  • Smith HJ, Lander V. . In: Moncrieffe ML; Fakunle O; Kustatscher M; Rost AO, ed. The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice. Leeds: Emerald Publishing, 2024, pp.159-168.
  • Smith HJ. . In: G. Prasad, N. Auger, & E. Le Pichon Vorstman, ed. Multilingualism and Education: Researhcers’ Pathways and Perspectives. Cambridge: Cambridge University Press, 2022, pp.256-263.
  • Jones H, Smith HJ. . In: Cremin T; Burnett C, ed. Learning to Teach in the Primary School 4th Edition. Routledge, 2018.
  • Smith HJ. . In: Lander, V, ed. Fundamental British Values. London: Routledge, 2018.
  • Lugendo D, Smith HJ. . In: Jenks, CJ and Seedhouse, P, ed. International Perspectives on ELT Classroom Interaction. Basingstoke: Palgrave Macmillan, 2015, pp.129-148.

• Reports

  • Smith HJ. . University of 麻豆传媒 upon Tyne: School of Education, Communication and Language Sciences, 2007. Multiverse Research Project Report 13804.
  • Higgins S, Wall K, Falzon C, Hall E, Leat D, Baumfield V, Clark J, Edwards G, Jones H, Lofthouse R, Moseley D, Miller J, Murtagh L, Smith F, Smith H, Woolner P. . London: Campaign for Learning, 2005.
  • Higgins S, Falzon C, Hall I, Moseley D, Smith F, Smith H, Wall K. . 麻豆传媒 upon Tyne: University of 麻豆传媒 upon Tyne, 2005.
  • Higgins S, Clark J, Falzon C, Hall I, Moseley D, Smith F, Smith H, Wall K. . University of 麻豆传媒 upon Tyne: Centre for Learning and Teaching School of Education, Communication and Language Sciences, 2005.

• Review

  • Smith HJ. . Educational Review 2010, 62(2), 122-124.