2020-Vision: understanding climate (in)action through the emotional lens of loss (2021)
Journal Article
Jones, L., Halstead, F., Parsons, K., Le, H., Ha Bui, L. T., Hackney, C., & Parsons, D. (in press). 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 on both the scale and at the speed needed. This paper considers this current state of inaction and how we might understand the processes of attitudin... Read More about 2020-Vision: understanding climate (in)action through the emotional lens of loss.

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.

‘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’.

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.

How students can use storytelling to bring the dangers of climate change to life (2021)
Other
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
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. (2021). “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. Retrieved from 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.

Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area (2020)
Thesis
Rhodes, R. (2020). Operationalising the notion of a restorative school community : a case study in a socio-economically deprived area. (Thesis). University of Hull. Retrieved from 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.

The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman (2020)
Thesis
Al-Shammakhi, K. N. (2020). The effectiveness of current teachers' continuous professional development : perceptions by supervisors, senior teachers and teachers in Muscat, Oman. (Thesis). University of Hull. Retrieved from 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.