Dr Kevin Smith

(he/him)

Publication

• Date
• Type

Research

My research revolves around reconceptualist approaches to curriculum, which challenge traditional, content-driven models by exploring how curriculum can be dynamic, inclusive, and responsive to the diverse needs of learners and society. Drawing from a wide range of philosophical traditions, including critical theory, poststructuralism, and post-humanism, my work critically engages with how the realities of lived experience can provide rich and meaningful contexts and insights into educational practice and particularly the creation, implementation and evaluation of curriculum. Throughout my research, I explore the interplay between pedagogy, curriculum, politics and the complexities of our socio-cultural milieu, with particular attention to how education can promote more equitable, sustainable, and transformative futures.

A recurring theme in my work is the cultural politics of education and how curriculum can be reimagined to reflect and respond to local and global challenges. I have consistently explored how curriculum can serve as a tool for both personal and collective transformation. This includes examining the role of education in shaping identity and place, as seen in my recent work on new Curriculum Framework for Wales, and international curriculum work.  The idea that curriculum is deeply entwined with national and cultural identities underpins much of my research, which also extends to issues of decolonisation, indigenous knowledge systems/justice, and the role of anti-racist pedagogy in reshaping educational spaces and practice.

In terms of methodology, while I employ some quantitative methods in my research, I primarily utilise qualitative and narrative methods, including currere, an autobiographical approach to curriculum theorising. This approach allows for a more nuanced understanding of the complexities of curriculum and pedagogy through a systematic analysis of educational experience, which in turn, enables a deep understanding of how curricula are shaped by and shape social contexts. By bringing these perspectives to the forefront, my work critiques traditional, top-down models of education, focusing instead on more participatory, critical, and contextually responsive approaches.

In addition to critical pedagogy, I engage with embodied learning and place-based education, exploring how educational experiences are shaped by physical, social, and environmental contexts. My research highlights the importance of experiential and location-based learning, where knowledge is constructed not only in the classroom but also through direct engagement with the world. This perspective is particularly significant in the context of climate change and the growing need for environmentally sustainable education. My work considers how curricula can encourage students to engage with the other-than-human world and to reflect critically on their roles in both local and global ecological contexts.

At the heart of my research is a commitment to social justice. My exploration of issues such as poverty, race, and class in educational contexts drives my inquiry into how curricula can be inclusive, equitable, and transformative. Through these lenses, I investigate how education systems can actively work against the grain of historical injustices, promoting opportunities for all students to engage in education that empowers them not only academically but also socially and politically.

Ultimately, my research contributes to the reconceptualisation of curriculum and extends it to other dimensions of educational practice, policy and research.

Teaching

My pedagogy rests on my belief that education should students to critically engage with the world around them. Central to my approach is the integration of reconceptualist curriculum theory, critical pedagogy, and a commitment to social justice. I believe in co-producing educational environments with students that support them in challenging existing educational and societal norms, to reflect deeply on their personal experiences, and to engage in transformative practices that can lead to meaningful change for them, their communities and wider society.

One of the modules that holds a special place in my teaching portfolio is Radical Education, a course that invites students to critically examine traditional educational systems while engaging with alternative pedagogical approaches. In this module, we draw on diverse educational philosophies to explore how education can serve as a vehicle for social transformation, and I encourage students to think about their roles as educators and learners in creating more inclusive, democratic, and empowering educational spaces.

Beyond this, my teaching spans a broad range of topics, including curriculum theory, social contexts of education, and research design. I guide students through the complexities of curriculum theory and theorising, helping them understand how curricular and pedagogical decisions are informed by our own educational experiences and aspirations influenced by our various cultural, political, and historical contexts. My courses encourage students to critically examine how education systems shape and are shaped by broader societal structures, including issues related to identity, power, inequality, and social justice.

I also place significant emphasis on the development of research skills, encouraging students to engage with both qualitative and quantitative research methods. I aim to provide students with the tools and theoretical frameworks needed to conduct research that is not only academically rigorous but also socially relevant and ethically sound. By focusing on methodologies such as critical discourse analysis, participatory action research, narrative inquiry, and currere, I support students in their investigation of how educational practices can reflect and address the lived experiences of diverse learners.

Throughout my teaching, I strive to create spaces where students can engage deeply with the material, challenge their own assumptions, and develop a critical understanding of how education intersects with broader social, cultural, and environmental issues. I believe that education should not be a passive experience but an active, collaborative process that encourages students to become reflective, independent thinkers and advocates for change.

Biography

My academic background begins at Utah State University, where I earned a Bachelor of Science in Business Information Technology Education. During my time there, I developed a strong interest in technology and education, but it wasn’t long before I realised my true passion lay in understanding the deeper philosophical and pedagogical aspects of teaching and learning. This led me to pursue a Master of Education in Curriculum and Teacher Leadership at Miami University, where I began exploring the complexities of curriculum theory, particularly in the context of social justice and critical pedagogy.

Following my master's, I continued my academic pursuits with a PhD in Education at Miami University, specialising in curriculum studies. My doctoral research focused on critical pedagogy and curriculum theory, particularly through a Freirian perspective, investigating the fascinating interplay between curriculum and culture. This laid the foundation for my ongoing interest in reconceptualist approaches to curriculum—approaches that challenge traditional assumptions about curriculum, teaching and learning through incorporating critical, poststructural and posthuman perspectives. 

After completing my PhD, I worked as the Fellow in Curriculum at the University of the South Pacific in Tonga, where I worked closely with the ministers of education in 11 Pacific island nations in developing educational policy, designing national curricula and undertaking educational research. 

As a Reader in Education at Cardiff University, I have taught a broad range of modules on topics such as curriculum theory, critical pedagogy, and research design. My teaching philosophy is rooted in my belief that education should actively engage students in the process of critically questioning and reflecting on how to educate people in ways that promote human and other-than-human flourishing. 

In addition to my academic work, I am an avid long-distance walker, hiker, and camper, activities that have become integral to both my personal and professional life. These pursuits not only offer a space for reflection but also inform my research into place-based education and embodied learning.

Through my work, I continue to explore how curriculum and pedagogy can evolve to better address the needs of society and learners, with a particular emphasis on inclusivity, social justice, and environmental sustainability.

Honours and awards

• Welsh Crucible (2016)
• Outstanding Personal Contribution Award, Cardiff University (2014)
• International Teaching and Research Fellow, University of Wales Trinity Saint David (2008)

Professional memberships

• Member of the British Educational Research Association
• Member of the British Educational Studies Association

Academic positions

• 2016 - Present: Senior Lecturer, School of Social Sciences, Cardiff University
• 2013 - 2016: Research Associate, Wales Institute of Social & Economic Research & Data (WISERD), Cardiff University
• 2011 - 2013: Fellow in Curriculum, Institute of Education, University of the South Pacific

Committees and reviewing

• Associate Editor, British Educational Research Journal
• Editorial Board, Wales Journal of Education

Supervisions

• General Education Studies
• Citizenship Education
• Curriculum Studies
• Curriculum theory & theorising
• Critical Pedagogy
• Radical Education
• Alternative Education/Homeschooling

Current supervision

Darius Klibavicius

Andy Williams