{"id":213,"date":"2024-11-01T09:55:53","date_gmt":"2024-11-01T09:55:53","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/?page_id=213"},"modified":"2026-01-22T20:39:10","modified_gmt":"2026-01-22T20:39:10","slug":"publications","status":"publish","type":"page","link":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<p><strong>Articles<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/274853\">The doublespeak discourse of the race disparity dudit: An example of the White racial frame in institutional operation<\/a>.\u00a0<em>Discourse: Studies in the Cultural Politics of Education<\/em>\u00a02023,\u00a044(1), 1-15.<\/li>\n\n\n\n<li>Smith HJ, Lander V.&nbsp;<a href=\"https:\/\/eprint.ncl.ac.uk\/291383\">State of the Discipline of ITE\/T in England and the urgent need for anti-racism<\/a>.&nbsp;<em>Research Intelligence<\/em>&nbsp;2023, (154), 20-21.Smith HJ, Lander V.&nbsp;<a href=\"https:\/\/eprint.ncl.ac.uk\/286650\">Finding \u2018pockets of possibility\u2019 for anti-racism in a curriculum for student teachers: from absence to action<\/a>.&nbsp;<em>The Curriculum Journal<\/em>&nbsp;2023,&nbsp;34(1), 22-42.<\/li>\n\n\n\n<li>Smith HJS.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/274409\">Britishness and \u2018the outsider within\u2019: tracing manifestations of racist nativism in education policy in England<\/a>.\u00a0<em>Prism: Casting New Light on Learning, Theory and Practice<\/em>\u00a02021, <\/li>\n\n\n\n<li>Smith HJ, Robertson LH, Auger N, Wysocki L.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/195450\">Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation<\/a>.\u00a0<em>Journal for Critical Education Policy Studies<\/em>\u00a02020,\u00a018(1), 98-135.<\/li>\n\n\n\n<li>Smith HJ, Robertson L.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/245142\">SCT and Translanguaging-to-learn: Proposed Conceptual Integration<\/a>.\u00a0<em>Language and Sociocultural Theory<\/em>\u00a02020,\u00a06(2), 213-233.Smith HJ, Wysocki L.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/275683\">Roma Translanguaging Enquiry Learning Space (ROMtels)<\/a>.\u00a0<em>EAL Journal<\/em>\u00a02020,\u00a0Autumn 2020, 41-44.<\/li>\n\n\n\n<li>Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/223892\">Britishness as racist nativism: a case of the unnamed \u2018other\u2019<\/a>.\u00a0<em>Journal of Education for Teaching<\/em>\u00a02016,\u00a042(3), 298-313.<\/li>\n\n\n\n<li>Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/195449\">A National Curriculum For All: A Cautionary Tale<\/a>.\u00a0<em>Journal of Curriculum and Pedagogy<\/em>\u00a02014,\u00a011(1), 35-37.<\/li>\n\n\n\n<li>Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/156504\">Emotional responses to documentary viewing and the potential for transformative teaching<\/a>.\u00a0<em>Teaching Education<\/em>\u00a02013,\u00a025(2), 217-238.<\/li>\n\n\n\n<li>Smith H.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/156506\">A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo<\/a>.\u00a0<em>Journal of Education Policy<\/em>\u00a02013,\u00a028(4), 427-448.<\/li>\n\n\n\n<li>Smith HJ, Lander V.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/185905\">Collusion or collision: effects of teacher ethnicity in the teaching of critical whiteness<\/a>.\u00a0<em>Race, Ethnicity and Education<\/em>\u00a02012,\u00a015(3), 331-351.<\/li>\n\n\n\n<li>Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/74045\">The social and private worlds of speech: Speech for inter- and intramental activity<\/a>.\u00a0<em>Modern Language Journal<\/em>\u00a02007,\u00a091(3), 341-356.<\/li>\n\n\n\n<li>Smith H.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/74064\">Playing a different game: The contextualised decision-making processes of minority ethnic students in choosing a higher education institution<\/a>.\u00a0<em>Race Ethnicity and Education<\/em>\u00a02007,\u00a010(4), 415-437.<\/li>\n\n\n\n<li>Smith H.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/73600\">Playing to learn: A qualitative analysis of bilingual pupil-pupil talk during board game play<\/a>.\u00a0<em>Language and Education<\/em>\u00a02006,\u00a020(5), 415-437.<\/li>\n\n\n\n<li>Wall K, Higgins S, Smith H.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/89969\">\u2018The visual helps me understand the complicated things\u2019: pupil views of teaching and learning with interactive whiteboards<\/a>.\u00a0<em>British Journal of Educational Technology<\/em>\u00a02005,\u00a036(5), 851-867<\/li>\n\n\n\n<li>Smith HJ, Higgins S, Wall K, Miller J.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/70798\">Interactive whiteboards: Boon or bandwagon? A critical review of the literature<\/a>.\u00a0<em>Journal of Computer Assisted Learning<\/em>\u00a02005,\u00a021(2), 91-101.<\/li>\n<\/ul>\n\n\n\n<p><strong>Book Chapters<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Smith HJ, Lander V.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/294814\">Creating the anti-racism framework to transform the curriculum for student teachers in England<\/a>.\u00a0<em>In:<\/em>\u00a0Moncrieffe ML; Fakunle O; Kustatscher M; Rost AO, ed.\u00a0<em>The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice<\/em>. Leeds: Emerald Publishing, 2024, pp.159-168.<\/li>\n\n\n\n<li>Smith HJ.&nbsp;<a href=\"https:\/\/eprint.ncl.ac.uk\/286486\">Journey towards a Translanguaging Pedagogy for Social Justice: from school French to Critical Race Theory<\/a>.&nbsp;<em>In:<\/em>&nbsp;G. Prasad, N. Auger, &amp; E. Le Pichon Vorstman, ed.&nbsp;<em>Multilingualism and Education: Researchers\u2019 Pathways and Perspectives<\/em>. Cambridge: Cambridge University Press, 2022, pp.256-263.<\/li>\n\n\n\n<li>Jones H, Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/245140\">Teaching for Social Justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds<\/a>.\u00a0<em>In:<\/em>\u00a0Cremin T; Burnett C, ed.\u00a0<em>Learning to Teach in the Primary School 4th Edition<\/em>. Routledge, 2018.Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/245138\">Britishness as racist nativism: a case of the unnamed \u2018other\u2019<\/a>.\u00a0<em>In:<\/em>\u00a0Lander, V, ed.\u00a0<em>Fundamental British Values<\/em>. London: Routledge, 2018.<\/li>\n\n\n\n<li>Lugendo D, Smith HJ.\u00a0<a href=\"https:\/\/eprint.ncl.ac.uk\/195448\">Scaffolding for mediated learning during \u2018whole-class exercises\u2019 in Kenyan Secondary English lessons<\/a>.\u00a0<em>In:<\/em>\u00a0Jenks, CJ and Seedhouse, P, ed.\u00a0<em>International Perspectives on ELT Classroom Interaction<\/em>. Basingstoke: Palgrave Macmillan, 2015, pp.129-148.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Articles Book Chapters<\/p>\n","protected":false},"author":1609,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-213","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/pages\/213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/users\/1609"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/comments?post=213"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/pages\/213\/revisions"}],"predecessor-version":[{"id":265,"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/pages\/213\/revisions\/265"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/anti-racism\/wp-json\/wp\/v2\/media?parent=213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}