Staff profile

I joined the School of Education at Durham University in 2018. Prior to this I was Senior Research Fellow in the National Academy for Gifted and Talented Youth at the University of Warwick, where I completed my PhD and Research Excellence Academy Fellow in the Research Centre for Learning and Teaching at Newcastle University. I have worked on a range of projects funded by the ESRC, EPSRC, EIT Health, NIHR, the Joseph Rowntree Foundation, and the Nuffield Foundation and carried out research consultancy for organisations including Nord Anglia Education Ltd, Erasumus University and the Bridge Group.

Drawing on my multi-disciplinary background (anthropology, literary studies, sociology) my work primarily focuses on educational identities and progression across the life course, with an anti-reductionist stance to educational questions which foregrounds inclusion, health and wellbeing. I am concerned to foster interdiscipinary dialogue and intergrated theorising across domains and approaches, important in linking social, philosophical and policy concerns. My work therefore bridges education and health, in particular public health and I am a member of Fuse, one of the UK Public Health Research Centres of Excellence. I have a particular methodological interest in narrative and auto/biographical approaches and narrative pedagogy. I am co-lead of the Narrative Practices Lab, within the Discovery Researh Platform for Medical Humanities. I created the NCL+ Advanced Award in Digital Storytelling at Newcastle University and I contribute to Digital Storytelling Durham.

I also draw on therapeutic theory and practice in my work, holding an Institute of Group Analysis Diploma in Groupwork Practice and I am interested in research on group dynamics. I am motivated to develop real-world appliations of research to foster inclusive learning opportunities across the lifecourse. To this end I was part of a European EIT Health funded consortium that developed narrative-based learning platform for healthcare practitioners: Caring Stories and an EPSRC-funded team that developed Quantum Odyssey: Quarks Interactive. I am currently Co-I on an SPHR NIHR funded project Developing a Best Practice Framework for the Holiday Activities and Food Programme, led by Bristol Medical School.

Completed Supervisions

A study on the character development and education of gifted pupils using a critical realist approach.

That’s me when I’m angry”: seeking the authentic voices of pupils and teachers from inside a Pupil Referral Unit through autoethnography.

Being WELL in the neoliberal university: Conceptualising a whole university approach to student well-being and experiences of living and learning at UK universities in a neoliberal higher education context.

Information for prospective doctoral students

I welcome enquiries from potential postgraduate research students interested in these areas: epistemology of educational research, narrative-based pedagogy and inquiry, questions focused on the intersections of health, education and wellbeing.

• Diversity and inclusion in education and learning
• Intersections of education, mental health and well-being
• Life history and auto/biographical methods
• Narrative pedagogy and narrative inquiry

Authored book

• Mazzoli Smith, L., & Campbell, R. (2012). Families, Education and Giftedness: Case Studies in the Construction of High Achievement. Sense Publishers

Book review

• Mazzoli Smith, L. (2023). Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. British Journal of Educational Studies, 71(1), 125-127. https://doi.org/10.1080/00071005.2022.2113615
• Mazzoli Smith, L. (2022). Book Review: Narrative inquiry: Philosophical roots by V. Caine, D. J. Clandinin, & S. Lessard. International Journal of Research & Method in Education, 45(4), 421-422. https://doi.org/10.1080/1743727x.2022.2109875

Chapter in book

• Gascoine, L., & Mazzoli Smith, L. (2023). Learning about research methods: A case study. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge. https://doi.org/10.4324/9781003296935
• Ward, S., Mazzoli Smith, L., & Dragas, A. (2023). Discovering your philosophy of education through digital storytelling. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge
• Mazzoli Smith, L. (2021). Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners. In A. Bainbridge, L. Formenti, & L. West (Eds.), Discourses, Dialogue and Diversity in Biographical Research: An Ecology of Life and Learning (107-120). Brill Academic Publishers
• Approaches. In H. Wright, & M. R. Høyen (Eds.), Discourses We Live By: Narratives of Educational and Social Endeavour (549-567). Open Book Publishers Cambridge. https://doi.org/10.11647/obp.0203
• 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
• Mazzoli Smith, L., & Laing, K. (2016). Creating a transformational space through narrative: Looked after young people tell their life stories. In L. Formenti, & L. West (Eds.), Stories that make a difference : exploring the collective, social and political potential of narratives in adult education research. Pensa Multimedia
• 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
• Mazzoli Smith, L. (2014). Family Beliefs and Practices around Academic Ability and Social Mobility; narratives of contradiction, continuity, and resistance. In H. Reid, & L. West (Eds.), Constructing narratives of continuity and change (105-116). Routledge
• Mazzoli Smith, L. (2013). Innovative Narrative Life History Interviews: The construction of academic giftedness in family context. In SAGE Research Methods Cases. SAGE Publications

Edited book

• Rose, J., Jay, T., Goodall, J., Mazzoli Smith, L., & Todd, L. (Eds.). (2022). Repositioning Out-of-School Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald

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
• 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
• 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
• Dost, G., & Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis. Journal of Further and Higher Education, https://doi.org/10.1080/0309877x.2023.2191176
• 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
• 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
• Mazzoli Smith, L. (2020). Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice. Widening Participation and Lifelong Learning, 22(1), 79-94. https://doi.org/10.5456/wpll.22.1.79
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Campbell, R., & Mazzoli Smith, L. (2015). Young, Gifted and Working-Class: Issues arising from Case Studies of Families with Gifted Children. International journal for talent development and creativity, 3(1), 131-144
• 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
• Campbell, R., & Mazzoli Smith, L. (2013). De-mystifying Giftedness: an overdue perspective. Response to Freeman. Gifted and Talented International, 27(2), 27-31
• Dolan, P., Leat, D., Mazzoli Smith, L., Mitra, S., & Todd, L. (2013). Self-Organised Learning Environments (SOLEs) in an English School: an example of transformative pedagogy?. Online educational research journal, 3(11), 1-19
• Mazzoli Smith, L. (2013). Giftedness and Globalisation: the challenge of cultural diversity for gifted education programmes in a neoliberal educational marketplace. Gifted Education International, 30(3), 197-211. https://doi.org/10.1177/0261429413486572
• Campbell, R., & Mazzoli Smith, L. (2012). The Recognition of Cultural Bias in Researching those Labelled Gifted: an overdue perspective. Gifted and Talented International, 27(2), 55-62
• Campbell, R., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies, 55(2), https://doi.org/10.1111/j.1467-8527.2007.00370.x

Monograph

• Mazzoli Smith, L., & Dragas, T. (in press). Digital Storytelling as a Contemporary Learning Methodology: Promoting reflective narrative-based practice. Routledge

Report

• Mazzoli Smith, L., Tiplady, L., Todd, L., & Wysocki, L. (2019). Fighting against poverty: Case studies of school action. Poverty Proofing the School Day evaluation update 2019/20. [No known commissioning body]
• Mazzoli Smith, L., & Todd, L. (2016). Poverty Proofing the School Day: Evaluation and Development Report. [No known commissioning body]
• 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]
• Laing, K., Mazzoli Smith, L., & Todd, L. (2015). Evaluation of Gateshead MASH: Final report. [No known commissioning body]
• Laing, K., Mazzoli Smith, L., & Todd, L. (2014). Fair or Foul? Towards practice and policy in fairness in education: short report. Newcastle City Council
• Mazzoli Smith, L., & Eyre, D. (2011). Survey of Overseas Gifted Education Centres (Identification and Programmes). [No known commissioning body]
• Muijs, R., Mazzoli Smith, L., Hewston, R., & Campbell, R. (2007). The National Academy for Gifted and Talented Youth (NAGTY): Second Annual Post-18 Survey of Students. Occasional Paper No. 20. [No known commissioning body]
• Mazzoli Smith, L., Campbell, R., Eyre, D., Muijs, R., Neelands, J., & Robinson, W. (2006). The National Academy for Gifted and Talented Youth: Pilot Survey of Members’ Parents, Occasional Paper No. 9. [No known commissioning body]
• Robinson, W., Campbell, R., & Mazzoli Smith, L. (2006). Developing Expertise: School-based Case Studies. Occasional Paper No. 12. [No known commissioning body]
• Campbell, R., Muijs, R., Mazzoli Smith, L., Hewston, R., Neelands, J., Robinson, W., & Eyre, D. (2006). Engagement with School, Identity and Self-esteem: Some Characteristics of Gifted and Talented Students in England. Occasional Paper No. 11. [No known commissioning body]
• Mazzoli Smith, L., Campbell, R., & Hewston, R. (2006). The Second Annual Survey of the Workloads and Support Needs of Gifted and Talented Coordinators in Secondary Schools in England. Occasional Paper No. 15. [No known commissioning body]
• Mazzoli Smith, L., Campbell, R., & Muijs, R. (2006). What’s so Different about Gifted and Talented Students? Gifted and Talented Students and Psychosocial Adjustment. [No known commissioning body]
• Mazzoli Smith, L., Campbell, R., Eyre, D., Muijs, R., Neelands, J., & Robinson, W. (2005). The First Annual Survey of NAGTY Students, Occasional Paper No. 7. [No known commissioning body]