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All Outputs (12)

People Power and Water Politics (2024)
Newspaper / Magazine
Worthen, H., McDonagh, B., Smith, K., Brookes, E., Hughes, G., & Mottram, S. (2024). People Power and Water Politics. London

Opening paragraph:
In 1622, the town of Kingston-Upon-Hull submitted a petition to King Charles I. In it, urban governors outlined the watery hazards faced by the town, namely that it stood ‘upon the dangerous river of Humber, being a great and very... Read More about People Power and Water Politics.

Learning histories, participatory methods and creative engagement for climate resilience (2023)
Journal Article
McDonagh, B., Brookes, E., Smith, K., Worthen, H., Coulthard, T., Hughes, G., …Chamberlain, J. (2023). Learning histories, participatory methods and creative engagement for climate resilience. Journal of Historical Geography, 82, 91-97. https://doi.org/10.1016/j.jhg.2023.09.002

The potential of place-based, historically-informed approaches to drive climate action has not yet been adequately interrogated. Recent scholarly work has focussed on climate communication and the role of arts and humanities-led storytelling in engag... Read More about Learning histories, participatory methods and creative engagement for climate resilience.

Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull (2023)
Digital Artefact
Smith, K., Brookes, E., McDonagh, B., Chamberlain, J., Hughes, G., & Dorton, L. (2023). Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull. [pdf]

Introduction
Welcome to the Risky Cities zine. The art, poetry, imagery and stories in this zine have been created as part of the Risky Cities project at the University of Hull, which has explored the city of Hull's long history of living with water... Read More about Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull.

Who cares and how would you know? Conceptualising ‘doxic’ care (2017)
Book Chapter
Hughes, G. (2017). Who cares and how would you know? Conceptualising ‘doxic’ care. In J. Horton, & M. Pyer (Eds.), Children, young people and care (26-43). Routledge. https://doi.org/10.4324/9781315686752-2

This chapter draws from a study which explores the conceptualisations of care in theory and practice, examining (in Pierre Bourdieu’s terms) its ‘doxic’ qualities: that is, how it often seems ‘natural’, ‘self-evident’, or ‘understood without question... Read More about Who cares and how would you know? Conceptualising ‘doxic’ care.

Critical Pedagogy and the Risks Associated with Performing Lifeworlds (2016)
Book Chapter
Hughes, G., & Cooper, C. (2017). Critical Pedagogy and the Risks Associated with Performing Lifeworlds. In Methodological Approaches (Living Reference Work) (1-21). Springer Publishing Company. https://doi.org/10.1007/978-981-4585-89-7_24-1

The following chapter discusses some of the key issues arising in performing research. It draws on a collaborative participatory action research project exploring the experiences of young people, who would be considered disadvantaged, in austerity En... Read More about Critical Pedagogy and the Risks Associated with Performing Lifeworlds.

Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (2015)
Book
Cooper, C., Gormally, S., & Hughes, G. (Eds.). (2015). Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people. London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593

Challenging dominant discourses in neoliberal marketized societies about working with disconnected young people, this book argues that alternative, radical approaches to formal and informal education are necessary to challenge repressive practices, a... Read More about Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people.

In pursuit of a common values base for working with young people in formal, informal and social learning (2015)
Book Chapter
Rippingale, J. (2015). In pursuit of a common values base for working with young people in formal, informal and social learning. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially-just radical alternatives for education and youth work practice : re-imagining ways of working with young people (127-144). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_7

Abstract: This chapter advocates a common values base and framework for working with young people in formal, informal and social learning. These three learning spheres will be defined in the context of young people’s lives, with the premise that youn... Read More about In pursuit of a common values base for working with young people in formal, informal and social learning.

‘Imagining otherwise’ or tinkering with the system? (2015)
Book Chapter
Hughes, G. (2015). ‘Imagining otherwise’ or tinkering with the system?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (220-244). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_11

Reay’s point is extremely poignant: she is calling for culture change and, short of a revolution in education, this is surely a must for both young people and staff. Cooper (2012) similarly calls for a radical shift in youth work to counter the curre... Read More about ‘Imagining otherwise’ or tinkering with the system?.

Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people? (2015)
Book Chapter
Hope, M. A. (2015). Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice (107-126). Palgrave Macmillan. https://doi.org/10.1057/9781137393593_6

For those of us who have spent our professional lives working alongside children and young people who are disaffected with education, re-imagining education — or more specifically, re-imagining schools — is crucial. Could it be possible for the state... Read More about Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?.

Exploring inclusive practices in primary schools : focusing on children’s voices (2014)
Journal Article
Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children about how the practices of teachers helped and/or hindered their sense of inclusion in classr... Read More about Exploring inclusive practices in primary schools : focusing on children’s voices.

Student‐led research training within the PhD: “PhD experience” conferences (2011)
Journal Article
Mercer, T., Kythreotis, A., Lambert, C., & Hughes, G. (2011). Student‐led research training within the PhD: “PhD experience” conferences. International journal for researcher development, 2(2), 152-166. https://doi.org/10.1108/17597511111212736

Purpose
– The purpose of this paper is to highlight the significance of student‐led initiatives in PhD development.

Design/methodology/approach
– A case study is presented utilizing Kolb's model of learning from experience to identify with stude... Read More about Student‐led research training within the PhD: “PhD experience” conferences.