Refereed Journal Articles (selected)

Smythe, S. Smythe, S. (2018). Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators. Adult Education Quarterly, 68(3), 197 - 214.

Li, J., Moore, D. & Smythe, S. (2017). Voices from the heart: Understanding a community-engaged festival in Vancouver’s downtown eastside. Journal of Contemporary Ethnography, (p. 1–25). (online first).

Smythe, S. & Breshears, S. (2017). Complicating access: Digital inequality and adult learnig in a public access computing space. Canadian Journal for Studies in Adult Education, 28(2), 67 - 81. 

Smythe, S. (2015). Ten years of adult literacy policy and practice in Canada. In, Ntelliogiu, B. & Rowsell, J. (Eds.), Special Issue: A landscape view of literacy and language issues in Canada. Language and Literacy: A Canadian E-Journal, 17(2), 4 - 21. 

Smythe, S. (2015). ‘Communities are where it all happens’: Tracing discourses of sustainability in the destatisation of adult literacy in British Columbia, Canada. Encylopaideia 18(40), 14–33.

Smythe, S., Toohey, K., and Dagenais, D. (2014). Videomaking, production pedagogies and educational policy. Journal of Educational Policy, 30(5), 740-770.

Smythe, S. & Neufeld, P. (2010). Podcast time: Negotiating digital literacies and communities of learning in a middle years ELL classroom. Journal of Adolescent and Adult Literacy (JAAL).

Smythe, S. & Toohey, K. (2009). Investigating sociohistorical contexts and literacy practices through a community scan: A Canadian Punjabi Sikh example. Language & Education, 23(1), 37–57.

Smythe, S., Gadsby, L. & Malcolmson, J. (2006). Gender, culture and “organized chaos”: What the Weaving Literacy project learned about integrated literacy. Literacies, Fall, 13–17.

Smythe, S. (2004). Adult literacy in community contexts. Women's Studies Quarterly; Spring/Summer. Vol. 32 Issue 1/2, p. 278.

Smythe, S. & Isserlis, J. (2004). “The Good Mother”: Exploring mothering discourses in family literacy texts. Literacy and Numeracy Studies, 13(2) 8–22.