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My field of study is literacy and language practices in communities. I am passionate about bringing different voices into research and policy making, with a particular expertise in working with young people. Working in Education as a field, I use arts and humanities together with social science methodologies such as visual methods, collaborative ethnography and research-creation to work with young people as co-researchers . I have held five advisory roles on research projects with a focus on methodological innovative and am a strategic panel member for the AHRC. My research has been concerned with researching with, not on, children and young people in communities using co-production methodologies. I have written three books and four articles about the limits, but also the advantages of co-production as a methodology.
I have recently been awarded a grant from the NERC ‘Treescapes’ programme called ‘Voices of the Future’. This interdisciplinary grant will work with children and young people as researchers, together with scientists and academics from the universities of Aberdeen, Birmingham, Cumbria, Manchester Metropolitan, Middlesex and Sheffield. I have previously been the PI of nine UKRI grants including the ESRC funded large grant (from 2014), ‘Imagine’. I worked collaboratively to research the social, historical, cultural and democratic context of civic engagement. I am interested in the potential of co-production to transform the landscape of university/community research.
I love to supervise students in these fields:
Literacy and language
Coproduction
Arts methodologies
Communities
I teach on the MA in Education with a focus on literacy and language and on the PhD in Educational Research. I am happy to talk to students with innovative ideas that span arts and humanities and social science.
Be the change you want to see in the world
To work with me is to live my projects. I will take you into a school, a park, or a community centre and we will co-research what it means to communicate and to learn. My vision for university education is very much a lived literacy and it is found in the everyday.
EDUCATION AFTER SCHOOL
1981 - 1984 Jesus College, Cambridge BA
1991 - 1993 Nottingham University
1994 - 1996 Institute of Education
1999 - 2003 School of Social Science and Public Policy, King’s College, London
QUALIFICATIONS
BA Hons. 2:1 in English, Jesus College Cambridge 1984
Certificate in Education in the Teaching of Adults, Nottingham University 1993
MA in Literacies in Education, Institute of Education, Distinction 1996
PhD, Kings College, London 2004
Professor of Literacies in Education, University of Sheffield
Other employment:
1999 - 2001 Family Literacy tutor, City and Islington College.
1994 - 1999 Senior Information and Research Officer, National Literacy Trust.
1989 - 1995 Managing Editor and Poetry Editor, Critical Quarterly.
1988 - 1994 Literacy outreach worker, Hammersmith and Fulham Council for Racial Equality.
1985 - 1988 Adult literacy tutor for the ILEA.
I am passionate about the need to explore literacy and language as everyday practices, connected to life, identity and the everyday. Working with me will involve exploring the lived literacies of the everyday. I encourage my students to use arts methods and to develop innovative ways of looking at the world, drawing on everyday lived knowledge. Students who work with me are able to work with communities to connect their research to innovative ways of seeing the world, drawing on co-production as a methodology.
Gillian Smith: Listening to my readers: a post-humanist exploration of my practice as a reading support practitioner
Steve Pool: Residency as Method.
Yvonne Sinclair: Teaching and learning about the history of British slavery in two post-colonial contexts, England and Jamaica: Secondary History Teachers and their pupils’ perspectives.
Catherine Hughes: Children's Outdoor Play in an international school in Ethiopia.
Stephen Evans: Emergent Educational Practice in Community Settings.
Rahma Jawad:Investigating the impact of rich media resources on students’ self-efficacy, statistics anxiety and performance.
Jayne Mugglestone: An Auto-ethnographic Study of Equalities Working.
Doctoral thesis examined:
2021
Birmingham City University: Reimagining family literacy: co-creating pedagogies with migrating mothers in third sector spaces
University of KwaZulu-Natal: Teacher-Artists Dualism.
University of Cape Town: ‘Undergoing’ as posthuman literacy research
2020
University of South Australia: Literacy experiences of emergent bilingual preschool children from Afghan refugee families
University of Durham: Telling stories, re-imagining lives: An inter-disciplinary examination of arts-based methods and life stories as a vehicle for self-expression among refugees and asylum seekers
2019
UCL London Institute of Education: Adults’ perceptions of their writing practices and development as writers
University of Leeds
Children's understanding of English television programmes in EFL contexts
2018
University of Leeds: Translation and translanguaging in production and performance in community arts
2017
University of Technology, Sydney
Museum Literacy: A socio material study of families, literacies and museum objects
2016
Manchester Metropolitan University: Listening to Boys Write - An Exploration of the Complex Relationship Between 10 Year-Old Boys' Writing Practices and Their Evolving Identities
Australian Catholic University: Young Children’s on-line authoring: The techno-semiotic co-construction of blogs.
University of Loughborough : Changing Social Scientific research practices: negotiating creative methods.
I have a background in co-production and working with communities. My research interests include literacy and language in communities, and literary texts. I also have a strong interest in arts-based work and have led projects exploring the role of artists in academic projects. My publications have been concerned with co-production, and artistic methodologies. I have experience of working with multilingual communities, and have led a project, ‘Taking Yourself Seriously’ (AHRC follow-on funded) which explored artistic methods for social cohesion. I have been involved in projects funded by the AHRC Connected Communities programme, including, 'Writing in the Home and in the Street', 'Language as Talisman' and 'Transmitting Musical Heritage'. I am experienced at leading multi-disciplinary teams. In the ESRC funded large grant 'Imagine' I took over as PI, leading large grant over five years (2014-2017) exploring the cultural context of civic engagement.
I have recently been awarded a large grant from NERC called 'Voices of the Future: Collaborating with children and young people to re-imagine Treescapes' which will explore how young people perceive and connect with treescapes and how they can participate in changing the present and imagining the future of treescapes. It aims to bring together children and young people's knowledge, experiences, and hopes with innovative scientific expertise of how trees adapt to and mitigate climate change.
I am also currently the PI of an AHRC/GCRF follow on grant called 'Questioning the form' which explores zine making and mental health with women, working with a poet and an artist in Kampala, Uganda. I am interested in site-specific work, and am supervising a doctorate on Residency as Method, based in an adventure playground in Sheffield. I was Co-I of a project called Communicating Wisdom, which explored the potential of fishing and wisdom in an angling community in Rotherham. I am aware of the need to value everyday knowledge from these projects.
• On the advisory board for the AHRC funded ‘Stories in Transition’ project on researching the experience of war veterans using creative methods (2021-2024).
• On the Advisory Board for the N8 ‘Co-production: Knowledge that Matters’ ESRC funded research project. PI Heather Campbell, RA Dave Vanderhoven 2014 - 2016.
• On the Advisory board for the AHRC funded seminar series on ‘Heavenly Acts - aspects of performance through an interdisciplinary lens’ PI Andrey Rosowsky (2014-2016)
• Member of the advisory board of WISERD. Established in 2008, the Wales Institute of Social and Economic Research, Data & Methods (WISERD) draws together social science researchers from a number of disciplines including sociology, economics, geography and political science. This is an ESRC funded Centre. 2014 – 2017.
• Advisory board for an AHRC funded fellowship with Professor Flora Samuel on AHRC Fellowship Evidencing and Communicating the Value of Architects (2015)
• Strategic Board Member of the Centre for the Study of Childhood and Youth, University of Sheffield (2010-2017)
• Member of the British Association of Applied Linguistics (BAAL) Multimodality Special Interest Group and the Linguistic Ethnography Forum for which organised a seminar on Ethnography and Multimodality (February 2008)
Editorial Board member of:
• Journal of Literacy Research (2017- )
• Journal of Early Childhood Literacy (2008 -)
• Language Arts (2010 - 2012)
• Literacy (2004 -)
• Reading Research Quarterly (2008 - 2012)
• Research for All (2016-)
2021 Co-editing a special issue: ‘Lockdown Literacies’ for the Journal of Early Childhood Literacy, with colleagues.
2021 Co-editor with colleagues Harriet Rowley, James Duggan and Gabrielle Ivinson, a special issue called ‘Critically Exploring Co-production’ for the Qualitative Research Journal.
2020 Co-editor of a special issue of the Journal of Early Childhood Literacy journal with Abi Hackett and Maggie MacLure on posthumanism and Literacy Education.
S. Ainsworth, D. Griffiths, G. Macrory, K. Pahl (2023). Multimodality and Multilingualism. S. Ainsworth, D. Griffiths, G. Macrory, K. Pahl. Multilingual Matters.
S. Ainsworth, D. Griffiths, G. Macrory, K. Pahl (2023). Introduction: Origins, scope and rationale of the book.
K. Pahl, R. Steadman-Jones, L. Vasudevan (2022). Collaborative Research in Theory and Practice The Poetics of Letting Go. Bristol University Press.
K. Pahl, J. Rowsell (2020). Living Literacies Literacy for Social Change. MIT Press.
M. Grenfell, K. Pahl (2018). Bourdieu, Language-based Ethnographies and Reflexivity Putting Theory into Practice. Routledge.
E. Campbell, K. Pahl, E. Pente, Z. Rasool (2018). Re-imagining Contested Communities Connecting Rotherham Through Research. Policy Press.
K. Facer, K. Pahl (2017). Valuing interdisciplinary collaborative research: Beyond impact.
J. Rowsell, K. Pahl (2015). The Routledge Handbook of Literacy Studies. Routledge.
K. Pahl (2014). Materializing Literacies in Communities The Uses of Literacy Revisited. Bloomsbury Publishing.
K. Pahl, J. Rowsell (2010). Artifactual Literacies Every Object Tells a Story.
K. Pahl, J. Rowsell (2006). Travel Notes from the New Literacy Studies Instances of Practice. Multilingual Matters.
K. Pahl, J. Rowsell (2005). Literacy and Education: Understanding the New Literacy Studies in the Classroom. Sage Publications.
K. Pahl (1999). Transformations Children's Meaning Making in a Nursery. Stylus Publishing, LLC..
K. Pahl (2020). ‘Writing across’ as a mode of research. Learning, Culture and Social Interaction. 24, pp.100282-100282.
H. Escott, K. Pahl (2019). Learning from Ninjas: young people’s films as a lens for an expanded view of literacy and language. Discourse: Studies in the Cultural Politics of Education. 40(6), pp.803-815.
K. Pahl (2019). ‘Writing across’ as a mode of research. Learning, Culture and Social Interaction.
KH. Pahl, S. Pool (2018). Re-imagining artistic subjectivities within community projects. Open Library of Humanities. 4(2), pp.1-22.
K. Pahl, P. Evans (2018). Virtual centrality: Young people making meaning from research in a widening participation context. Research for All. 2(2), pp.393-410.
DM. Bell, K. Pahl (2018). Co-production: towards a utopian approach. International Journal of Social Research Methodology. 21(1), pp.105-117.
K. Pahl (2016). The University as the “Imagined Other”: Making Sense of Community Co-Produced Literacy Research. Collaborative Anthropologies. 8(1-2), pp.129-148.
B. Marshall, K. Pahl (2015). Who owns educational research? Disciplinary conundrums and considerations. Qualitative Research Journal. 15(4), pp.472-488.
R. Flewitt, K. Pahl, A. Smith (2015). Methodology matters. Literacy. 49(1), pp.1-2.
C. Burnett, G. Merchant, K. Pahl, J. Rowsell (2014). The (im)materiality of literacy: the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education. 35(1), pp.90-103.
K. Pahl (2014). The Aesthetics of Everyday Literacies: Home Writing Practices in a British Asian Household. Anthropology and Education Quarterly. 45(3), pp.293-311.
K. Pahl (2012). Every Object Tells a Story. Home Cultures. 9(3), pp.303-327.
K. Pahl (2012). “A reason to write”: exploring writing epistemologies in two contexts. Pedagogies: An International Journal. 7(3), pp.209-228.
K. Pahl, S. Pool (2011). ‘Living Your Life Because it’s the Only Life You’ve Got’. Qualitative Research Journal. 11(2), pp.17-37.
K. Pahl, C. Allan (2011). ‘I don’t know what literacy is’: Uncovering hidden literacies in a community library using ecological and participatory research methodologies with children. Journal of Early Childhood Literacy. 11(2), pp.190-213.
B. Dicks, R. Flewitt, L. Lancaster, K. Pahl (2011). Multimodality and ethnography: working at the intersection. Qualitative Research. 11(3), pp.227-237.
K. Pahl (2009). Interactions, intersections and improvisations: Studying the multimodal texts and classroom talk of six- to seven-year-olds. Journal of Early Childhood Literacy. 9(2), pp.188-210.
K. Pahl, A. Pollard (2008). `Bling — the Asians introduced that to the country': gold and its value within a group of families of South Asian origin in Yorkshire. Visual Communication. 7(2), pp.170-182.
J. ROWSELL, K. PAHL (2007). Sedimented identities in texts: Instances of practice. Reading Research Quarterly. 42(3), pp.388-404.
K. Pahl (2007). Creativity in events and practices: a lens for understanding children's multimodal texts. Literacy. 41(2), pp.86-92.
H. Dombey, S. Ellis, K. Pahl, M. Sainsbury (2006). Handbook of Early Childhood Literacy1. Literacy. 40(1), pp.29-35.
K. Pahl (2006). Birds, frogs, blue skies and sheep: an investigation into the cultural notion of affordance in children’s meaning making. English in Education. 40(1), pp.20-35.
K. Pahl (2006). An inventory of traces: children’s photographs of their toys in three London homes. Visual Communication. 5(1), pp.95-114.
K. Pahl, S. Kelly (2005). Family literacy as a third space between home and school: some case studies of practice. Literacy. 39(2), pp.91-96.
V. Bird, K. Pahl, C. Taylor (2005). Editorial. Literacy. 39(2), pp.57-58.
K. Pahl (2004). Narratives, artifacts and cultural identities: An ethnographic study of communicative practices in homes. Linguistics and Education. 15(4), pp.339-358.
K. Pahl (2002). Ephemera, Mess and Miscellaneous Piles: Texts and Practices in Families. Journal of Early Childhood Literacy. 2(2), pp.145-166.
K. Pahl (2023). Meaning Matters: Multimodality, (new) materialism and co-production with young people in applied linguistics. In: Multimodality and Multilingualism: Towards an Integrative Approach. pp.191-205.
YA. Ochieng, SL. Corcoran, K. Pahl (2022). Meaningful youth engagement in community programming in Kenya. In: Young People, Radical Democracy and Community Development. pp.149-163.
K. Pahl (2022). Commentary for Part 4. In: Liberating Language Education. pp.318-320.
K. Pahl, J. Rowsell (2020). Commentary on Part III. In: Working with Young Children in Museums. Routledge, pp.195-197.
J. Ball, T. Bowring, F. Hield, K. Pahl (2019). Co-writing about co-producing musical heritage: What happens when musicians and academics work together?. In: Heritage as Community Research: Legacies of Co-Production. pp.51-64.
S. Banks (2019). Co-producing Research A Community Development Approach. In: Co-Producing Research: A Community Development Approach. pp.1-18.
A. Hackett, K. Pahl, S. Pool (2018). In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children’s literacy pedagogy in a community setting. In: The Art and Craft of Literacy Pedagogy. Routledge,
J. Rowsell, G. Kress, K. Pahl, B. Street (2018). The Social Practice of Multimodal Reading. In: Theoretical Models and Processes of Literacy. Routledge, pp.514-532.
P. Chiles, L. Ritchie, K. Pahl (2018). Co-designing for a better future: Re-imagining the modernist dream at Park Hill, Sheffield. In: Co-Producing Research: A Community Development Approach. pp.115-134.
D. Bell, S. Pool, K. Streets, N. Walton, K. Pahl (2018). How does arts practice inform a community development approach to the co-production of research?. In: Co-Producing Research: A Community Development Approach. pp.95-114.
P. Ward, S. Banks, A. Hart, K. Pahl (2018). Conclusion: Imagining different communities and making them happen. In: Co-Producing Research: A Community Development Approach. pp.203-209.
K. Pahl, P. Ward (2017). Re-visioning exclusion in local communities. In: Building better societies: Promoting social justice in a world falling apart. pp.95-110.
K. Facer, K. Pahl (2017). Future directions. In: Valuing Interdisciplinary Collaborative Research: Beyond Impact. pp.233-244.
K. Pahl, K. Facer (2017). Understanding collaborative research practices: A lexicon. In: Valuing Interdisciplinary Collaborative Research: Beyond Impact. pp.215-231.
K. Pahl, H. Escott, H. Graham, K. Marwood, S. Pool, et al. A. Ravetz. (2017). What is the role of artists in interdisciplinary collaborative projects with universities and communities?. In: Valuing Interdisciplinary Collaborative Research: Beyond Impact. pp.131-152.
K. Pahl, S. Pool (2017). Community Filmmaking. S. Malik, C. Chapain, R. Comunian. In: Community Filmmaking: Diversity, Practices and Places. Routledge, pp.245-262.
R. Steadman-Jones, K. Pahl (2015). Literary theory and new literacy studies: Conversations across fields. In: The Routledge Handbook of Literacy Studies. pp.413-425.
K. Pahl, H. Escott (2015). Materialising literacies. In: The Routledge Handbook of Literacy Studies. pp.489-503.
M. Hall, K. Pahl, S. Pool (2015). Visual Digital Methodologies with Children and Young People: Perspectives from the Field. In: Visual Methods with Children and Young People. Palgrave Macmillan UK, pp.164-185.
S. Pool, K. Pahl (2015). The work of art in the age of mechanical co-production. In: After Urban Regeneration: Communities, Policy and Place. pp.79-94.
K. Pahl (2014). Time and Space in Literacy Research. C. Compton-Lilly, E. Halverson. In: Time and Space in Literacy Research. Routledge, pp.47-62.
K. Pahl, J. Rowsell (2013). New Methods of Literacy Research. P. Albers, T. Holbrook, A. Flint. In: New Methods of Literacy Research. Routledge, pp.163-176.
M. Grenfell, D. Bloome, C. Hardy, K. Pahl, J. Rowsell, et al. BV. Street. (2013). Language, Ethnography, and Education Bridging New Literacy Studies and Bourdieu. In: Language, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu. Routledge, pp.89-109.
K. Pahl, C. Burnett (2013). Literacies in Homes and Communities. In: International Handbook of Research on Children's Literacy, Learning, and Culture. Wiley, pp.1-14.
J. Rowsell, K. Pahl (2013). Multimodality and Social Semiosis. M. Böck, N. Pachler. In: Multimodality and Social Semiosis: Communication, Meaning-Making, and Learning in the Work of Gunther Kress. Routledge, pp.162-174.
J. Marsh, E. Millard (2013). Popular Literacies, Childhood and Schooling. In: Popular Literacies, Childhood and Schooling. Routledge, pp.29-53.
K. Pahl, J. Rowsell (2013). Artifactual Literacies. In: The SAGE Handbook of Early Childhood Literacy. SAGE Publications Ltd, pp.263-278.
K. Pahl (2009). Cross-Cultural Perspectives on Policy and Practice. J. Lavia, M. Moore. In: Cross-Cultural Perspectives on Policy and Practice: Decolonizing Community Contexts. Routledge, pp.58-71.
K. Pahl (2009). Changing literacies: Schools, communities and homes. In: Cross-Cultural Perspectives on Policy and Practice: Decolonizing Community Contexts. pp.58-71.
K. Pahl (2008). Looking with a Different Eye: Creativity and Literacy in the Early Years. In: Desirable Literacies: Approaches to Language and Literacy in the Early Years. SAGE Publications Ltd, pp.140-161.
K. Pahl (2007). Pierre Bourdieu and Literacy Education. J. Albright, A. Luke. In: Pierre Bourdieu and Literacy Education. Routledge, pp.187-208.
K. Pahl (2004). Popular Culture, New Media and Digital Literacy in Early Childhood. J. Marsh. In: Popular Culture, New Media and Digital Literacy in Early Childhood. Routledge, pp.94-109.
Invited speaker, for the "Literacies" project a joint German Institutional Partnership (GIP) funded by the German Academic Exchange Service (DAAD) between the University of Cincinnati and the University of Duisburg-Essen. June 2021
Invited and funded speaker, ‘Living Literacies’, University of Seville, April 2021.
Keynote invited Speaker, The Media Education Conference. International Conference April 2021.
Keynote invited speaker, Department of Language and Communication, University of Jvaskyla, Finland November 2018.
Keynote invited speaker, Faculty of Education, University of Seville, November 2018
Keynote invited speaker for the Literacy and Contemporary Society conference, Nicosia, Cyprus, November 2017
Keynote invited speaker for a symposium titled Child and Youth Engagement, Civic Literacies and Digital Ecologies at Brock University, Canada from October 10-11, 2017.
‘“Not Just an Object”: Making meaning of and from everyday objects in educational research’. Invited keynote, University of KwaZulu-Natal, South Africa February 2016
Keynote invited speaker at the Youth Language conference, Manchester Met May 2021.
Keynote invited speaker at the British Association of Applied Linguistics (BAAL) conference, Manchester September 2019.
Workshops (3) on the Co-production of research. For the National Co-ordinating Centre for Public Engagement (NCCPE) ‘Engage Academy’. March 2019, also invited for June 2020 and in July 2021 hosted by the Wellcome Trust.
Keynote invited Speaker, Conference on Reading, Goldsmiths College, London, May 2019
‘The role of art in the age of mechanical co-production’ Talk for UAL London, December 2019 (with Steve Pool).
‘The Work of Art in an Age of Mechanical Co-production’ Seminar for the Connected Communities centre, UCLAN, May 2019
‘Representation, The Artist and Community: Collective Conversations’. Cardiff Story Museum June 2016. (AHRC)
2015 Invited Keynote at the launch of the Community Animation and Social Innovation Centre (CASIC) Keele University October 2015
2015 Invited keynote on, ‘What do we do when we don’t agree: Making Divergent Ways of Knowing Come Alive’ at UEA, AHRC Connected Communities conference, Norwich, UK.
‘Cultural and Strengthening Communities’. Talk for ESRC funded event on ‘The State of Social Capital in Britain’ Organised by ‘Understanding Society’ and held at the National Council for Voluntary Organisations, London November 2015
‘Perspectives on Artefacts’ workshop funded by the Swedish-South African research initiation programme, UCL, London 2015.
‘The Future of Community/University Relationships’. ARVAC, Manchester, GMCVO seminar Manchester April 2015
‘The role of artists in community projects’. Productive Margins Forum, Cardiff January 2015. (AHRC)
‘Co-production as imagination: re-visioning exclusion in local communities’. For ‘A Conversation on the Pro-Social: 2015 Annual Inclusive Societies Meeting Sheffield (July 2015)
‘Collaboration, creativity and complexities’ conference, June 2019 with Manchester Centre for Youth Studies, based at Brooks Building, MMU.
Re-Imagining Contested Communities’ book launch with speakers and members of the civil service (DCLG), Manchester Metropolitan University Mary 2018.
The ‘Imagine’ conference in Sheffield, based at the Millennium Galleries, together with a major exhibition at the Millennium Galleries. (2016)
‘Ways of Knowing in Neighbourhood Working’: Policy V Zine. Event as part of the ‘Ways of Neighbourhood Working and Knowing ‘ESRC funded Seminar series October 2015 in collaboration with the DCLG. A follow up seminar was held in London in December 2016 with a focus on policy advice following the Casey report.
2007-2021 I have reviewed 73 UKRI proposals.
2019 - Reviewer for the joint German Research Council/AHRC call
2019 - Member of the AHRC Strategic Panel review board
2018 – On the UKRI Fellowship scheme peer review panel
2016 - Global Challenges Research Fund (GCRF) peer review panel member
2015 - Member of ESRC Peer Review College (UK)
2010 - Member of AHRC Peer Review College (UK) and the AHRC Connected Communities programme Peer Review College
2013 - Reviewed proposals for: The British Academy, SSHRC Canada, the Austrian Social Scientific Research Council and BEETHOVEN, a joint research funding initiative of Narodowe Centrum Nauki (NCN) and Deutsche Forschungsgemeinschaft.
Voices of the future: Collaborating with children and young people to re-imagine Treescapes. NERC 'Future of Treescapes' large grant Kate Pahl (PI) with the Universities of Aberdeen, Birmingham, Cambridge, Cumbria, Middlesex and Sheffield. (2021-2024)
‘Questioning the form: Re-imagining identities through zine-making in Kampala, Uganda’ (PI) with Su Corcoran, Gloria Kiconco, Lisa Damon and Charity Atukunda AHRC/GCRF funded (2020-21).
Belonging and learning: Using co-produced arts methodologies to explore youth participation in contexts of conflict in Kenya, Uganda and the Democratic Republic of Congo (DRC) (PI) with Su Corcoran. AHRC/GCRF funded (2019).
Odd: feeling different in the world of education Rachel Holmes (PI). Kate Pahl, Amanda Ravetz, Becky Shaw (Co-Is). AHRC funded (2018 - 2021).
'Taking Yourselves Seriously’: Artistic Approaches to Social Cohesion PI with Zanib Rasool and Andrew McMillan (Co-Is) in collaboration with ARVAC. AHRC Connected Communities follow on funding £78,895 (Feb 2017 - Jan 2018)
Ways of Neighbourhood Working and Knowing Co-I with Antonia Layard (PI) and Sue Brownhill, Craig Watkins, Simon Davoudi and Helen Graham in collaboration with the DCLG. ESRC Seminar Series, £26,560 (2015 - 2016)
Community Arts Zone (CAZ): Projects linking literacy, community and the arts Social Sciences and Humanities Research Council (SSHRC) of Canada Insight Development Grant
Co-applicant with Dr Jennifer Rowsell (PI), Brock University, Canada, with Professor Joanne Larson, University of Rochester and Professor Kris Gutierrez, University of Bolder, Colorado, US and Abigail Hackett (RA). SSHRC Insight Grant. $72.621.00 for two years. (1st Jan 2014 - end Dec 2015)
The Social, Historical, Cultural and Democratic Context of Civic Engagement: Imagining Different Communities and Making Them Happen (PI since 2014, inherited from Graham Crow, previously lead Co-I on WP 3). Sarah Banks, Angie Hart and Paul Ward (lead Co-I’s ) 2013-2017 ESRC Connected Communities Large Grant £2,272,180
Transmitting Musical Heritage PI with Richard Steadman-Jones, English (Co-I) Fay Hield, Music, Research Associate together with David Judge and John Ball and three community music organisations, Arts on the Run, Soundpost and Babelsongs. AHRC Connected Communities/HLF development grant £78,697 (1st February - end January 2014)
Ways of Knowing Co-I with Dr Helen Graham, Fine Art, University of Leeds (PI) together with Professor Sarah Banks, University of Durham, Dr Catherine Durose, University of Birmingham, Dr Johan Siebers, University of Central Lancashire, Dr Niamh Moore, Dr Katie Hill, Dr Tessa Holland, Steve Pool artist, Dr Andy Dearden and community partners. AHRC Connected Communities Development Grant £43,579.31 (FEC) (1st February - end January 2014)
Communicating Wisdom: Fishing in Youth Work Co-I with Johan Siebers, University of Central Lancashire (PI) & Richard Steadman-Jones, English (Co-I) Steve Pool, artist, Hugh Escott, RA, Andrew McMillan poet, and Rotherham Youth Service. AHRC Connected Communities Development Grant £39,946.88 (1st February 2013 - end January 2014)
Connected Communities Policy Review: Community Governance in an Age of Decentralisation PI with Dr Steve Connelly and Professor Gordon Dabinett, Department of Town and Regional Planning. Stuart Muirhead and Dave Vanderhoven, RAs and Steve Pool, artist (Co-I’s). AHRC Connected Communities programme £35,985 (1st November 2012 - end April 2013)
Language as Talisman PI with Jane Hodson, Richards Steadman-Jones, English &David Hyatt, Education. Hugh Escott, RA, Deborah Bullivant, Steve Pool, Cassie Limb, Andrew McMillan, artists and poet AHRC Connected Communities Development Grant £31,739 (February 2012 - November 2012)
“Social Parks” Urban Green Space as a focus for connecting communities and research Co-I with Dr Rebecca Wade, University of Albertay, Dundee (PI) and a team including contemporary scientists, anthropologists, and urban and town planners. AHRC Connected Communities funded £37,790 (December 2010 - December 2011)
Writing in the Home and in the Street Co-I with Dr Richard Steadman-Jones, Department of English (PI) with Dr William Gould, History, Leeds. Artists Irna Qureshi, Zahir Rafiq and Steve Pool (Co-I’s). ARHC Connected Communities funded £39,912 (October 2010 - November 2011)
Artefacts and narratives of migration: Rotherham museum collections and the Pakistani community of Rotherham PI with Andy Pollard, RA and Zahir Rafiq, advisor. Arts and Humanities Research Council, diasporas, migration and identities small grants programme £9,692 (Jan 2006 - March 2007)
2007-2021 I have reviewed 73 UKRI proposals.
These were mostly AHRC proposals but included 8 UKRI Future Leaders bids (2019-2021) and 11 ESRC proposals; (2008 – 2017) including an end of award report.
I have sat on one GCRF/ESRC panel, two AHRC panels for major large grants, six AHRC responsive mode panels, one AHRC networking grant panel and one Leadership Fellow selection panel.
2019 - Reviewer for the joint German Research Council/AHRC call
2019 - Member of the AHRC Strategic Panel review board
2018 – On the UKRI Fellowship scheme peer review panel
2016 - Global Challenges Research Fund (GCRF) peer review panel member
2015 - Member of ESRC Peer Review College (UK)
2010 - Member of AHRC Peer Review College (UK) and the AHRC Connected Communities programme Peer Review College
2013 - Reviewed proposals for: The British Academy, SSHRC Canada, the Austrian Social Scientific Research Council and BEETHOVEN, a joint research funding initiative of Narodowe Centrum Nauki (NCN) and Deutsche Forschungsgemeinschaft.
Editorial Board member of:
• Journal of Literacy Research (2017- )
• Journal of Early Childhood Literacy (2008 -)
• Language Arts (2010 - 2012)
• Literacy (2004 -)
• Reading Research Quarterly (2008 - 2012)
• Research for All (2016-)
Member of the British Association of Applied Linguistics (BAAL).
Member of the United Kingdom Literacy Association (UKLA).
Member of the British Educational Research Association (BERA).