John Smyth Knihy

The book critiques the detrimental impact of reduced state funding and neoliberal reforms on universities, arguing that these institutions have become ensnared in jargon and meaningless marketing. John Smyth provides a sharp analysis of how this shift has degraded academic work and worsened social inequalities among staff and students. Additionally, it discusses potential pathways for reclaiming the integrity of higher education. This work is essential for students and researchers in education and sociology, as well as those concerned with university management.

Published in association with the European Society of Medical Oncology, this book is designed for trainee oncologists, oncology nurses, and those working with cancer patients on a day-to-day basis. Using an accessible writing style suitable for a wide audience of caregivers, the book focuses on the "soft skills" required in communicating with patients. Topics include the aetiology of cancer, diagnosis and staging, and explaining the purpose of treatment, including chemotherapy, hormone treatment, and immunological and gene-based therapies. The book also discusses patient support groups, monitoring remission, and relapse. Communicating with Cancer Patients is written by UK oncologists but has wide international application.

This book brings a unique, innovative and refreshing perspective to one of the most protracted issues affecting young lives-disengagement from schooling. Rather than continuing to blame young people, as most educational policies do, this book examines disengagement from the vantage point of the lives, experiences, interests and aspirations of the communities from which young people come, and within which they are embedded. It uses a narrative and representational approach that gives detailed insights into the wider context of poverty, class, power, relationships and identity. A major and defining hallmark of the book is the emphasis it places upon a number of 'doings,'-including community voice, identity formation, critical work education and education policy-all of which provide a very different set of scripts with which to reinvent the institution of high school.

This book – the finale in a trilogy by the authors – traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with ‘street-level’ bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.

Smyth's research is pursued with vigour through the lives he researches, as he interrupts and punctures `bad' theory, supplanting it with more democratic alternatives, which, by his own admission, makes his research (and all research), political.

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