Dr Heather Smith
- Email: email@example.com
- Telephone: +44 (0) 191 208 6820
- Address: Room 1.61 KGVI
School of ECLS
King George VI Building
Queen Victoria Road
Newcastle upon Tyne
My underlying research interest lies in equity in education. I am principal investigator for an Erasmus+ European Project, entitled: ROMtels (Roma translanguaging enquiry learning space), which looks to improve education for Roma pupils across Europe by encouraging home language use alongside the language of schooling (261,317.00 Euros). I also research the teaching of critical whiteness studies to Initial Teacher Education students in England. My PhD research concerned the microgenetic analysis of small group talk for bilingual pupils learning English as an additional language.
Prior to joining the University I taught in UK, Zimbabwe and New Zealand, as well as working as an EAL specialist teacher for Gateshead EMTAS (Ethnic Minority Achievement Service).
Roles and Responsibilities
I lead the Equality and Diversity aspect of the Primary PGCE
I teach on several modules across the BA Education and am module leader for the stage 3 module EDU 3002 Social Justice and Education.
I supervise Masters and PhD level students.
BSc (Hons) Pure Mathematics (Warwick)
PhD 'Analysis of pupil-pupil talk during game playing: a tool in the formative assessment of bilingual pupils' (Newcastle University)
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
My research interest lies in the field of equity in education. I am currently investigating the impact of teaching 'Critical Whiteness Studies' and Critical Race Theory as part of the PGCE course.
This is an extension of an earlier small-scale Multiverse-funded study to research how to effectively mentor student teachers in their appropriation of the QTS standards relating to diversity, particularly in a predominantly 'white' area such as the North-East. Previous research also includes an investigation into Black/minority ethnic students' decisions in choosing teaching as a profession. This research was internally funded through the UTLC. I have also taken part in an ESRC seminar series: "Assessment and Management of Children with English as an Additional Language who have Communication Impairments: Finding a New Way Forward".
My doctoral work involved researching the learning and teaching of pupils with EAL; the role of play and games for learning; recording and analysing classroom talk and particularly peer-peer talk (discourse analysis); sociocultural theory and its implications in understanding learning and assessment.
I am on the management panel of MERIT a collaborative venture with 5 other local ITE providers to promote increased participation of Black and minority ethnic groups into the teaching profession within the North-East.I am also a member of the PGCE Equal Opportunities sub-committee, and recently rewrote the PGCE Equlaity, Diversity and Cohesion Policy.
Gail Edwards (staff PhD):
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.
Principal Investigator: 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 Euros). 2014-2016
Principal Investigator: Newcastle Institute for Social Renewal: Supporting the planning phase of an Erasmus plus project
entitled: Interactive dual
language immersive learning space (£1,080.00)
Participant: Newcastle Institute for Social Renewal: Teaching education for social justice to student teachers on a one year PGCE course: how effective is transformative teaching in the current political and social climate?’ (£2K)
Principal Investigator: Mentoring for diversity in a predominantly monolingual area: the development of a specialist partnership group: a pilot study. Multiverse-funded: £7K: 1 year from September 2006
Recruitment of minority ethnic students to the PGCE at Newcastle University: UTLC: £5K: 1-2 years from September 2005.
Module Leader: EDU3002 Social Justice and Education
PGCE Primary - Leading: Diversity and Equality.
Contributor to modules EDU 1001, EDU 2001 in BA Education
- Smith HJ. Britishness as racist nativism: a case of the unnamed 'other'. In: Lander, V, ed. Fundamental British Values. London: Routledge, 2018.
- Smith HJ, Lander V, Chetty D. It's race Jim, but not as we knew it: the simultaneous de-racialisation and re-racialization of education. Race, Ethnicity and Education 2018. In Preparation.
- Smith HJ. Language Biography. In: Gail Prasad and Nathalie Auger, ed. Multilingualism in context: Key concepts and practices in education. 2018. In Preparation.
- Jones H, Smith HJ. Teaching for Social Justice: Creating equity for pupils living inpoverty and those from black andminority ethnic backgrounds. In: Cremin, T and Burnett, C, ed. Learning to Teach in the Primary School. Routledge, 2018.
- Smith HJ, Robertson L, Dervin F, Auger N, Azoui B. Translanguaging to learn: a sociocultural discourse analysis. Mondern Language Journal 2018. In Preparation.
- Smith HJ. Troubling translanguaging as a tool for social justice. Critical Studies in Education 2018. In Preparation.
- Smith HJ. Britishness as racist nativism: a case of the unnamed ‘other’. Journal of Education for Teaching 2016, 42(3), 298-313.
- Smith H, ed. Race, Languages and Education. 2016. In Preparation.
- Lugendo D, Smith HJ. Scaffolding for mediated learning during 'whole-class exercises' in Kenyan Secondary English lessons. In: Jenks, CJ and Seedhouse, P, ed. International Perspectives on ELT Classroom Interaction. Basingstoke: Palgrave Macmillan, 2015, pp.129-148.
- Smith HJ. A National Curriculum For All: A Cautionary Tale. Journal of Curriculum and Pedagogy 2014, 11(1), 35-37.
- Smith H. A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo. Journal of Education Policy 2013, 28(4), 427-448.
- Smith HJ. Emotional responses to documentary viewing and the potential for transformative teaching. Teaching Education 2013, 25(2), 217-238.
- Smith HJ, Lander V. Collusion or collision: effects of teacher ethnicity in the teaching of critical whiteness. Race, Ethnicity and Education 2012, 15(3), 331-351.
- Smith HJ. Language Disabilities in Cultural and Linguistic Diversity. Educational Review 2010, 62(2), 122-124.
- Smith HJ. Diversity on the Doorstep: Mentoring for diversity in a predominantly monolingual area. University of Newcastle upon Tyne: School of Education, Communication and Language Sciences, 2007. Multiverse Research Project Report 13804.
- Smith H. Playing a different game: The contextualised decision-making processes of minority ethnic students in choosing a higher education institution. Race Ethnicity and Education 2007, 10(4), 415-437.
- Smith HJ. The social and private worlds of speech: Speech for inter- and intramental activity. Modern Language Journal 2007, 91(3), 341-356.
- Smith H, Higgins S. Opening classroom interaction: The importance of feedback. Cambridge Journal of Education 2006, 36(4), 485-502.
- Smith H. Playing to learn: A qualitative analysis of bilingual pupil-pupil talk during board game play. Language and Education 2006, 20(5), 415-437.
- Higgins S, Clark J, Falzon C, Hall I, Moseley D, Smith F, Smith H, Wall K. Embedding ICT In The Literacy And Numeracy Strategies. University of Newcastle upon Tyne: Centre for Learning and Teaching School of Education, Communication and Language Sciences, 2005.
- Higgins S, Falzon C, Hall I, Moseley D, Smith F, Smith H, Wall K. Embedding ICT in the Literacy and Numeracy Strategies: Final Report. Newcastle upon Tyne: University of Newcastle upon Tyne, 2005.
- Smith HJ, Higgins S, Wall K, Miller J. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 2005, 21(2), 91-101.
- 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. Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning, 2005.
- Wall K, Higgins S, Smith H. 'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology 2005, 36(5), 851-867.