Lisa Smith is a Research Fellow with the Education Futures Academy at Adelaide University. She is also an associate member of the Centre for Research in Educational and Social Inclusion (CRESI). Lisa’s PhD research investigated the school-based conditions and opportunities that enabled disaffected working-class students to turn-back-around within a mainstream setting. She developed the concept of ‘turn-back-around’ as alternative terrain for the exploration of disaffected working-class students’ perspectives and their articulation of the process of turning back to school when teachers, researchers and pedagogies had made sustained and concerted efforts to turn-around to them. The qualitative methodology of this single school ethnography included: (a) semi-structured interviews with senior secondary school students, secondary school teachers and school leadership staff; (b) visual ethnographic methods that enrolled students as participatory co-researchers of their school and community lives; and (c) participant observation of school activities. This study also involved significant engagement with multiple theoretical perspectives including: the poststructuralist work of Foucault; Kemmis and colleagues’ theory of practice architectures; Anzieu’s psychosocial thinking tools of psychic skin and second or group skin; and Walkerdine’s theorisation of the role that affective histories play in working-class communities. Data was represented using narrative portraiture and analysed through the tracing of narrative arcs. 

Lisa Smith is a Research Fellow with the Education Futures Academy at Adelaide University. She is also an associate member of the Centre for Research in Educational and Social Inclusion (CRESI). Lisa’s PhD research investigated the school-based conditions and opportunities that enabled disaffected working-class students to turn-back-around within a mainstream setting. She developed the concept of ‘turn-back-around’ as alternative terrain for the exploration of disaffected working-class students’ perspectives and their articulation of the process of turning back to school when teachers, researchers and pedagogies had made sustained and concerted efforts to turn-around to them. The qualitative methodology of this single school ethnography included: (a) semi-structured interviews with senior secondary school students, secondary school teachers and school leadership staff; (b) visual ethnographic methods that enrolled students as participatory co-researchers of their school and community lives; and (c) participant observation of school activities. This study also involved significant engagement with multiple theoretical perspectives including: the poststructuralist work of Foucault; Kemmis and colleagues’ theory of practice architectures; Anzieu’s psychosocial thinking tools of psychic skin and second or group skin; and Walkerdine’s theorisation of the role that affective histories play in working-class communities. Data was represented using narrative portraiture and analysed...