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All Outputs (27)

Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum (2025)
Journal Article
Halstead, F., Parsons, K. J., Vo, T., Lloyd Williams, A., Jones, L., Le, H., Nguyen, A., Hackney, C., & Parsons, D. (2025). Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum. Children's Geographies, https://doi.org/10.1080/14733285.2025.2519027

The urgency of the climate crisis necessitates inclusive approaches that engage marginalised groups, particularly youth, in meaningful and sustained ways. This paper explores the transformative potential of place-based and intergenerational storytell... Read More about Place-based and intergenerational storytelling for youth climate action: moving beyond participation and towards momentum.

'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings (2024)
Thesis
Kilburn, C. 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625873

This thesis contributes to the contemporary discussions around the impact of gender on preschool children’s lives. Drawing on theories of young children’s gender development and Bronfenbrenner’s socio-ecological theory, this research examines the rol... Read More about 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings.

Act of hope: a story of climate change and water puppetry performance along the Red River, Vietnam (2024)
Journal Article
Lloyd Williams, A., Vũ, Q., Lê, H., Jones, L., Võ, T. T., Halstead, F., Parsons, K. J., Nguyễn, A. T., Hackney, C. R., & Parsons, D. R. (2024). Act of hope: a story of climate change and water puppetry performance along the Red River, Vietnam. Research in Drama Education: The Journal of Applied Theatre and Performance, 29(2), 278-289. https://doi.org/10.1080/13569783.2024.2319833

This case study explores a collaboration between young people, researchers and artists which captured stories of how people in the Red River Catchment of Northern Vietnam are responding to climate change, and then used the local art of water puppetry... Read More about Act of hope: a story of climate change and water puppetry performance along the Red River, Vietnam.

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., & Wolstenholme, J. M. (2023). Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action. Children & society, https://doi.org/10.1111/chso.12819

This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to ‘act’ on climate change and environmental degradation. Drawing upon methodological meta-re... Read More about Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action.

Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., Ngoc Nguyen, D. N., Pham, H. T., Pham, D. L., Allison, C. R., Chew, M., Bird, E., Meek, A., Buckton, S. J., Le Nguyen, K., Lloyd Williams, A., Thi Vo, T., Le, H., Nguyen, A. T., Hackney, C. R., & Parsons, D. R. (2023). Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action. Journal of the British Academy, 11(S3), 69-117. https://doi.org/10.5871/JBA/011S3.069

This paper explores the lifeworlds of international youth involved in climate and/or environmental social action, narratives that have been largely absent from a literature that has tended to focus on ‘traditional’ youth activists located in the urba... Read More about Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action.

Children’s perceptions of climate change in the Mekong Delta, Vietnam (2022)
Thesis
Halstead, F. Children’s perceptions of climate change in the Mekong Delta, Vietnam. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4224276

We are in the midst of a climate crisis (IPBES, 2022). Our reliance on burning fossil fuels as the primary energy source for the global economy is leading to atmospheric and oceanic heating, which is leading to a range of societal consequences includ... Read More about Children’s perceptions of climate change in the Mekong Delta, Vietnam.

How students can use storytelling to bring the dangers of climate change to life (2021)
Newspaper / Magazine
Parsons, K., Halstead, F., & Jones, L. (2021). How students can use storytelling to bring the dangers of climate change to life

With the stark “code red” warnings from the world’s climate experts in the most recent report by the Intergovernmental Panel on Climate Change (IPCC) still ringing in our ears, it’s vital to give as many people as possible the tools with which to tac... Read More about How students can use storytelling to bring the dangers of climate change to life.

INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’ (2021)
Presentation / Conference Contribution
Parsons, K., Jones, L., & Halstead, F. (2021, April). INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’. Presented at EGU General Assembly 2021 (European Geosciences Union), vEGU21: Gather Online

The Holderness has some of the most rapidly eroding coastline in the world, with sections of cliff retreating >10m per year. These rates are due, in large part, to the soft composition of the boulder clay cliffs, but rates are accelerating rapidly in... Read More about INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’.

“What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school (2021)
Thesis
Jones, A. R. “What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4223542

In education policy, the term ‘disadvantaged’ is used to label young people who face socio-economic inequity and thus, in schools where policy is enacted. This thesis argues that the ‘disadvantaged’ label is problematic as it implies that young peopl... Read More about “What if you don't feel ‘disadvantaged’ and you’re being called that?”: an exploration of young people’s perspectives on the ‘disadvantaged’ label in an English secondary school.

2020-Vision: understanding climate (in)action through the emotional lens of loss (2021)
Journal Article
Jones, L., Halstead, F., Parsons, K. J., Le, H., Bui, L. T. H., Hackney, C. R., & Parsons, D. R. (2021). 2020-Vision: understanding climate (in)action through the emotional lens of loss. Journal of the British Academy, 9(s5), 29-68. https://doi.org/10.5871/jba/009s5.029

We are the midst of a climate emergency requiring urgent climate action that is as yet unforthcoming both on the scale and at the speed needed. This article considers this current state of inaction and how we might understand the processes of attitud... Read More about 2020-Vision: understanding climate (in)action through the emotional lens of loss.

Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area (2020)
Thesis
Rhodes, R. Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4223257

In recent years, schools have increasingly begun to opt for an alternative to traditional school punishments: restorative practices. As the practices developed, proponents began to posit that to unlock the true potential of restorative approaches, co... Read More about Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area.

Investing ourselves: the role of space and place in being a working-class female academic (2020)
Journal Article
Jones, L., & Maguire, M. (2021). Investing ourselves: the role of space and place in being a working-class female academic. Discourse, 42(1), 45-59. https://doi.org/10.1080/01596306.2020.1767937

As working-class female academics, this paper examines the constructions of our identities focusing on both what unites and differentiates us as working-class women. We focus on the structuring forces in our lives such as our class, our whiteness and... Read More about Investing ourselves: the role of space and place in being a working-class female academic.

The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman (2020)
Thesis
Al-Shammakhi, K. N. The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4222425

Researchers in Oman have criticised the teachers’ professional development system, blaming the Ministry of education (MOE) for the mismatch between what has been provided as continuous professional development (CPD) training courses and what are teac... Read More about The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman.

I'll be dead by the time it happens: Children's Perceptions of Climate Change in the Mekong Delta, Vietnam (2020)
Presentation / Conference Contribution
Halstead, F., Parsons, D., Jones, L., & Hackney, C. (2020, May). I'll be dead by the time it happens: Children's Perceptions of Climate Change in the Mekong Delta, Vietnam. Paper presented at EGU General Assembly 2020 (European Geosciences Union), Sharing Geoscience Online

The Mekong Delta in Southern Vietnam is one of the most at risk places globally to the effects of climate change and sea level rise, specifically in terms of flooding. It is predicted to change drastically over the next 100 years, with additional hum... Read More about I'll be dead by the time it happens: Children's Perceptions of Climate Change in the Mekong Delta, Vietnam.

‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’ (2020)
Journal Article
Jones, L., Dean, C., Dunhill, A., Hope, M. A., & Shaw, P. (2020). ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’. Children & society, 34(6), 492-506. https://doi.org/10.1111/chso.12382

This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based... Read More about ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’.

Representations of disability : a study of how people with an impairment are portrayed in equality and diversity training in UK higher education institutions (2019)
Thesis
Kember, M. Representations of disability : a study of how people with an impairment are portrayed in equality and diversity training in UK higher education institutions. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4222209

[From the introduction]:
The aim of this doctoral thesis was to consider how, if at all, professional staff development practitioners in Higher Education Institutions (HEIs) in the United Kingdom (UK) design and deliver equality and diversity (E&D)... Read More about Representations of disability : a study of how people with an impairment are portrayed in equality and diversity training in UK higher education institutions.

Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017 (2019)
Journal Article
Ploner, J., & Jones, L. (2020). Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017. Children's Geographies, 18(3), 269-282. https://doi.org/10.1080/14733285.2019.1634245

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwith... Read More about Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017.

The ‘C-Word’: novice teachers, class identities and class strategising (2019)
Journal Article
Jones, L. (2019). The ‘C-Word’: novice teachers, class identities and class strategising. Pedagogy, Culture and Society, 27(4), 595-611. https://doi.org/10.1080/14681366.2019.1566161

This paper draws on a longitudinal qualitative study exploring the influence of the social class identities of novice teachers on their emerging teacher identities. The paper focuses on the ways in which, even at an implicit level, many novice teache... Read More about The ‘C-Word’: novice teachers, class identities and class strategising.

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.