Literacy and language is a very broad field. Our work draws on a wide variety of perspectives to understand literacy and language learning in and out of school. We are interested in curriculum, policy and wider thinking about what literacy and language is or could be.
We come from diverse theoretical backgrounds; these include socio-cultural theories, psychology and neuroscience, applied linguistics, literary theory, new materialism and posthumanism.
We also use diverse methods, including qualitative, sensory, co-produced, quantitative, ethnographic and artistic.
Our research interests include: looking at literacy in homes, communities and education sectors; exploring new directions in the teaching and learning of grammar; thinking about the relationship between literacy and place; reconceptualising language and literacy development through theory and methodology; multilingual literacies; language and literacy curriculum and policy, and re-thinking emergent literacies.
- The Sensory Nursery: The life-world of two-year olds in Nursery School. Christina MacRae. Martenscroft Longitudinal Study. Funded by the Manchester Met Strategic Opportunities Fund, this work includes a longitudinal ethnographic study of the implications of the two-year-old offer on young children’s Good Level of Development (GLD), school readiness etc. (January 2017 - December 2020)
- S. Ainsworth, S. Welbourne, A. Hesketh (2016) Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation. Applied Psycholinguistics 37(04) pp997-1023
- H.M. Bell (2016) Teacher knowledge and beliefs about grammar: a case study of an English primary school. English in Education 50(2) pp148-163\\ H.M. Bell (2015)
- H.E. Cameron (2016) Beyond cognitive deficit: the everyday lived experience of dyslexic students at university. Disability & Society.31(2) pp223-239
- H. Cameron, T. Billington (2015) 'Just deal with it': neoliberalism in dyslexic students' talk about dyslexia and learning at university. Studies in Higher Education 42(8) pp1358-1372
- E. de Freitas, M.X. Curinga (2015) New materialist approaches to the study of language and identity: Assembling the posthuman subject. Curriculum Inquiry 45(3) pp249-265
- M. Gallagher, J. Prior, M. Needham, R. Holmes (2017) Listening differently: A pedagogy for expanded listening. British Educational Research Journal 43(6) pp1246-1265
- AC. Hackett, M. Somerville (2017) Posthuman literacies: young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy 17(3) pp374-391
- AC. Hackett, K. Pahl, S. Pool (2017) In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children's literacy pedagogy in a community setting. Pedagogies: An International Journal 12(1) pp58-73
- CT. Hanley (2018) Thinking with Deleuze and Guattari: An exploration of writing as assemblage. Educational Philosophy and Theory
- MJ. Harrison (2017) Implicated reading: a method for reflecting on practice. Reflective Practice 18(3) pp312-325
- MV. Maclure (2016) The Refrain of the A-grammatical Child: Finding Another Language in/for Qualitative Research. Cultural Studies - Critical Methodologies 16(2) pp173-182
- M. MacLure (2013) Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education 26(6) pp658-667
- M. MacLure, R. Holmes, L. Jones, C. MacRae (2010) Silence as resistance to analysis: Or, on not opening one's mouth properly. Qualitative Inquiry 16(6) pp492-500
- 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
- P. Hannon (2013) Reflecting on Literacy in Education. Routledge
- K. Pahl, J. Rowsell (2010) Artifactual Literacies Every Object Tells a Story. Teachers College Press
- H. Escott, K. Pahl (2017) 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
- 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) pp90-103
- K. Pahl (2014) The Aesthetics of Everyday Literacies: Home Writing Practices in a British Asian Household. Anthropology and Education Quarterly 45(3) pp293-311
- K. Pahl (2012) "A reason to write": exploring writing epistemologies in two contexts. Pedagogies: An International Journal 7(3) pp209-228
- S.E. Truman (2016) Intratextual Entanglements: Emergent Pedagogies and the productive potential of texts, in N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (eds) Pedagogical Matters: New materialisms and curriculum studies New York, NY: Peter Lang
- S. E. Truman (2016) More than it never (actually) was: Expressive writing as research creation. Journal of Curriculum and Pedagogy 13(2) pp136-143