Dr Laura Mazzoli Smith, CELTA, BSc, MA, PhD, PGCert, FHEA

Contact Dr Laura Mazzoli Smith (email at laura.d.mazzolismith@durham.ac.uk)

Biography

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, the Joseph Rowntree Foundation, and the Nuffield Foundation amongst others and carried out research consultancy for organisations including Nord Anglia Education Ltd and the Bridge Group.

Drawing on my multi-disciplinary background (anthropology, literary studies, sociology) my work focuses on a broad range of areas linked to educational identities, progression, and contexts. My research is characterised by an anti-reductionist stance to educational questions, emphasising the importance of evaluative dimensions of education such as the affective, ethical and relational. In my research I am often concerned to foster dialogue and integrated theorising across domains and approaches, as one route to linking social, philosophical and policy concerns in education. My research experience to date has led to particular areas of expertise in educational inequalities and social mobility, gifted education and academic ability, and out of school learning. I am also interested in intergenerational transmission and lifelong learning, especially in terms of pedagogies and learning theories concerned with critical thinking and transformative learning.

I have a particular interest in the epistemic and methodological affordances of narrative and auto/biographical approaches to educational questions. I am a member of the Scientific Committee of the Life History and Biography Network of the European Society for Research on the Education of Adults (ESREA) and I created the NCL+ Advanced Award in Digital Storytelling at Newcastle University. A major current project (EIT Health, 260 342€) A Narrative Approach to Improve Citizen’s Ageing and Well-being, uses narrative-based learning in the field of healthcare education. This European consortium has recently been awarded funding for a further year until December 2019: https://www.eithealth.eu/ccentre

Information for prospective doctoral students

I welcome enquiries from potential postgraduate research students interested in any of these areas: sociology of education, social inequalities/widening participation to university, social mobility and intergenerational transmission, psychosocial theory, epistemology of educational research, gifted education and academic ability, education policy, narrative-based learning and inquiry, adult and lifelong learning, healthcare education.

Indicators of Esteem

• Advisory board membership: Emerald Open Research, Journal of Global Education and Research.:
• Awards and nominations: BERA award-winning symposium, Community Led Educational Reform: looking at school engagement, out of school activities, co-defining a future and responding to poverty (2017); twice nominated for Research Supervisor of the Year (Newcastle University 2018).
• External PhD examining: Cumbria, Canterbury Christ Church.
• Grant reviewing: HEFCE Catalyst N8 Policing Research Partnerships Small Grants Round (2016-17).:
• Honorary positions: Visiting Fellow, University of Warwick Institute of Education (2010-2012); Honorary Research Fellow, University of Cumbria Faculty of Education (2012-2015).
• Invited presentations:

  'Poverty Proofing the School Day', Leeds Beckett (2017); ‘Giftedness and the logic of neoliberalism: economic value as a determinant of expectations’, Institute for Research in Social Phenomena, University of Samara, Russia (2017); 'Research with young people - negotiating gatekeepers’, Youth Matters Conference, Newcastle University,(2016); ‘Narrative methods in educational Research: family practices and beliefs in relation to academic giftedness’, Teacher Education Advancement Network Conference, University of Cumbria(2013).

• Reviewing: Routledge, Emerald, Sage, Thinking Skills and Creativity, International Journal of Research and Method in Education, International Studies in the Sociology of Education, European Educational Research Journal, Gifted and Talented International.:
• Scientific committee membership: European Society for Research on the Education of Adults Life History and Biography Network. :

Supervises

• Ms Mari Carmen Maya Medina
• Mr Michael Priestley
• Mr Andrew Ashley
• Mrs Kubra Kirca-demirbaga
• Mr Richard J. Stockton
• Mrs. Rachel Kurtz

Research Interests

• Sociology of Education
• Education Policy
• Gifted Education
• Narrative and Auto/biographical Methods
• Adult education

Research Groups

• Higher and Further Education
• Pedagogy and Curriculum

Research Projects

• A narrative approach to improve citizens' ageing and well-being (2018)
• EIT Health Project: A narrative approach to improve citizens' ageing and well-being (2019)
• First Encounters With Quantum Computing: Can Games Teach Quantum Reasoning?

Publications

Journal Article

• 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.
• Woodley, Helen & Mazzoli Smith, L. (2020). Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism. International Journal of Qualitative Methods 19: 160940692090753.
• 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.
• Laing, K, Mazzoli Smith, L & Todd, L (2019). Using the concept of relational justice to apply fairness in schools. International Education Journal: Comparative Perspectives 18(1): 128-142.
• Mazzoli Smith, L., Todd, L. & Laing, K. (2018). Students’ views on fairness in education: the importance of relational justice and stakes fairness. Research Papers in Education 33(3): 336-353.
• Laing, K. Mazzoli Smith, L. & Todd, L. (2018). The impact agenda and critical social research in education: hitting the target but missing the spot?. Policy Futures in Education 16(2): 169-184.
• Mazzoli Smith, L. & Campbell, R. J. (2016). So-called giftedness and teacher education: issues of equity and inclusion. Teachers and Teaching 22(2): 255.
• Mazzoli Smith, L. & Chernoivanenko, Y. (2016). The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian). Social Phenomena 3(6): 6-16.
• Campbell, R. J. & 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.
• Campbell, R. J. & Mazzoli Smith, L. (2013). De-mystifying Giftedness: an overdue perspective. Response to Freeman. Gifted and Talented International 27(2): 27-31.
• 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.
• 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.
• Campbell, R. J. & 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.J., Robinson, W., Neelands, J., Hewston, R. & Mazzoli, L. (2007). Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies 55(2): 135.

Authored book

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

Chapter in book

• Mazzoli Smith, L. (Forthcoming). Discourses of Ability We Live By. In Discourses We Live By. Høyen, M & Wright, H Aarhus University Press.
• Laing, K., Mazzoli Smith, L. & Todd, L. (2018). Poverty and school processes: from equality of opportunity to relational justice. In Resisting Educational Inequality: reframing policy and practice in schools serving vulnerable communities. Gannon, S., Hattam, R. & Sawyer, W. Abingdon, Oxon: Routledge. 131-139.
• Mazzoli Smith, L. & Laing, K. (2016). Creating a transformational space through narrative: Looked after young people tell their life stories. In Stories that make a difference. Exploring the collective, social and political potential of narratives in adult education research. Formenti, L. & West, L. Pensa MultiMedia.
• Laing, K., Mazzoli Smith, L. & Todd, L. (2016). Educating Urban Youth: Fair or Foul?. In Justice and Fairness in the City. Davoudi, S. & Bell, D. Bristol: Policy Press. 231-248.
• Mazzoli Smith, L. (2014). Family Beliefs and Practices around Academic Ability and Social Mobility; narratives of contradiction, continuity, and resistance. In Constructing Narratives of Continuity and Change. Reid, H. & West, L. Abingdon, Oxon: Routledge. 105-116.
• (2013). Innovative Narrative Life History Interviews: The construction of academic giftedness in family context. In SAGE Research Methods Cases. SAGE Publications Inc.

Report

• Mazzoli Smith, L, Tiplady, L, Todd, L & Wysocki, L (2020). Fighting against poverty: Case studies of school action. Poverty Proofing the School Day evaluation update 2019/20. Newcastle University.
• Mazzoli Smith, L. & Todd, L. (2016). Poverty Proofing the School Day: Evaluation and Development Report. Newcastle upon Tyne, Research Centre for Learning and Teaching, Newcastle University.
• Laing, K., Mazzoli Smith, L. & Todd, L. (2015). Evaluation of Gateshead MASH: Final report. Newcastle University.
• Laing, K. & Mazzoli Smith, L. (2015). Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme. Newcastle upon Tyne, Newcastle University.
• Laing, K., Mazzoli Smith, L. & Todd, L. (2014). Fair or Foul? Towards practice and policy in fairness in education: short report. Newcastle upon Tyne, Newcastle University.
• Mazzoli Smith, L. & Eyre, D. (2011). Survey of Overseas Gifted Education Centres (Identification and Programmes). Nord Anglia Education Ltd.
• Muijs, R. D., Mazzoli Smith, L., Hewston, R. & Campbell, R. J. (2007). The National Academy for Gifted and Talented Youth (NAGTY): Second Annual Post-18 Survey of Students. Occasional Paper No. 20. University of Warwick.
• Robinson, W., Campbell, R. J. & Mazzoli Smith, L. (2006). Developing Expertise: School-based Case Studies. Occasional Paper No. 12. University of Warwick.
• Campbell, R. J., Muijs, R. D., 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. University of Warwick.
• Mazzoli Smith, L., Campbell, R. J., Eyre, D., Muijs, R. D., Neelands, J. & Robinson, W. (2006). The National Academy for Gifted and Talented Youth: Pilot Survey of Members’ Parents, Occasional Paper No. 9. University of Warwick.
• Mazzoli Smith, L., Campbell, R. J. & 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. University of Warwick.
• Mazzoli Smith, L., Campbell R. J. & Muijs, R. D. (2006). What’s so Different about Gifted and Talented Students? Gifted and Talented Students and Psychosocial Adjustment. University of Warwick.
• Mazzoli Smith, L., Campbell, R. J., Eyre, D., Muijs, R. D., Neelands, J. & Robinson, W. (2005). The First Annual Survey of NAGTY Students, Occasional Paper No. 7. University of Warwick.