Research group: Youth and Community
Our group focuses on informal learning, learning between generations, social inclusion, and community development.
About us
About Our research
Our group focuses on informal learning, learning between generations, social inclusion, and community development.
Our research grows out of close and sustained relationships with specific communities, in dialogue with a range of external organisations at local, regional and national levels. These include:
- 42nd Street
- Greater Manchester Combined Authority
- Reform Radio
- The Proud Trust
- Youth Focus North West
- The Co-op Foundation
- Arts Council England
- Tate Britain
- Louise Da-Cocodia Education Trust
- Yorkshire Sculpture Park
We investigate how families and communities acquire and spread knowledge, experience and skills.
Our expertise
Our specific research strengths focus on:
- Empowering youth engagement and activism in civic society
- Poverty, marginalisation and education
- Co-production and arts-based methods for engaging communities and creating knowledge
- Working class, ex-industrial communities
- Race, ethnicity, and community-based health and education
quote
I felt disempowered in an academic setting but the PARTIBRIDGES project has helped to break those barriers down.
Selected projects
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Key publications
- Batsleer, J. Duggan, J. (2020) Young and Lonely: The social conditions of loneliness, Bristol: Policy Press.
- Batsleer, J. Duggan, S. McNicol, S. Spray, K. Angell (2017). Loneliness Connects Us. 42nd Street, Co-op Foundation.
- Bright, G. (2021) ‘Feeling, reimagined in common; Working with social haunting in the English coalfields’. In T. Strangleman, C. Launius and M. Fazio (eds) Routledge International Handbook of Working Class Studies. 2021. Abingdon and New York; Routledge.
- Bright, G. and Ivinson, G. (2019) Washing lines, whinberries and reworking ‘waste ground’: Women’s affective practices and a haunting within the haunting of the UK coalfields. In Special Issue, Social Haunting, Classed Affect and the Afterlives of Deindustrialization. Journal of Working-Class Studies, Vol. 4 (2) 125-39.
- Corcoran, S. and Kaneva D. (2021) Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected young people in Kenya, International Journal of Inclusive Education
- Corcoran, S.L., Awimbo, L.A., Mugwanga, K. et al. Street-connectedness and education in Kenya: Experiences of formal schooling as rationale for inclusive pedagogies of practice. Prospects 49, 265–280 (2020).
- Fox, C. L. (2019). School bullying. In S. Hupp & J. Jewell (Eds.), Encyclopaedia of child and adolescent development. London: Wiley.
- Fox, C. L., Corr, M-L., Gadd, D., & Sim, J. (2016). Evaluating the effectiveness of domestic abuse prevention education: Are certain children more or less receptive to the messages conveyed? Legal and Criminological Psychology, 21, 212-227.
- McElwee, J. D. & Fox, C. L. (2020). Young people’s perceptions of the ‘Love Hurts’ programme: Is theatre an effective means of addressing relationship abuse? British Educational Research Journal, 46(5), 1026-1043.
- Bright, N.G and Whiteley, G. (2018) Re-sounding a partisan (micro)politics? In Edinost: Trieste.
- Hall, M. and Sikes, P. (2020) ‘It’s just limboland’: Parental dementia and young people’s life courses. The Sociological Review, 68(1), pp.242-259.
- Sikes, P. and Hall, M., (2018) The impact of parental young onset dementia on children and young people’s educational careers. British Educational Research Journal, 44(4), pp.593-607.
- Ingram, N. and Allen, K. (2019) ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions, The Sociological Review, 67 (3): 723-740
- Ingram, N. (2018) Working-Class Boys and Educational Success: Teenage identities, masculinity and urban schooling, Basingstoke: Palgrave Macmillan.
- Bathmaker, A.M., Ingram, N., Abrahams, J., Hoare, A., Waller, R. and Bradley, H. (2016) Higher Education, Social Class and Social Mobility: the degree generation. Basingstoke: Palgrave Macmillan.
- Thompson, I. and Ivinson, G. (eds.) (2020) Poverty and Education Across the UK: A Comparative Analysis of Policy and Place. Bristol: Policy Press.
- Ivinson, G. and Renold. E. (2020) What More do Bodies Know? Moving with the Gendered Affects of Place. Body & Society online first
- Renold, E. and Ivinson, G. (2019) ‘Anticipating the more-than: working with pre-hension in artful interventions with young people in post-industrial communities’, in K. Facer and T. Fuller (eds.) Special Issue ‘Questions of Anticipation’ in Futures: the journal of policy, planning and future studies, Vol 112. Article 102428.
- McDonnell, J. (2018) Is it ‘all about having an opinion’? Challenging the Dominance of Rationality and Cognition in Democratic Education via Research in a Gallery Setting. International Journal of Art and Design Education 37(2) pp 233-43.
- McDonnell, J. (2018) ‘What future for artistic activism?’ in Grasso, M. & Bessant, J. (eds) Governing Youth Politics in the Age of Surveillance London: Routledge.
- McMahon, G., Rowley, H. and Batsleer, J. (2021-forthcoming) Reshaping youth participation: Manchester in a European Gaze. (Emerald)
- Roy, A. Kennelly, J. Rowley, A. & Larkins, C. (2020) A critical discussion of the use of film in participatory research projects with homeless young people: an international case-case based analysis. Qualitative Research. 1-18
- Rowley, H. (2019) ‘Lost and Found. Ethnographic Researcher and Arts Practitioners getting lost and coming home’ in Ferro, L. & Poveda, D. (Eds.) Learning, Arts and Ethnography. London: Tufnell Press.
- McNicol, S. (2017) ‘We can do it imaginatively first!’: Creating a magic circle in a radical community education setting Studies in the Education of Adults 49(1) pp 45-61.
- Menendez Alvarez-Hevia, D. (2018) A Critical approach to Emotional Intelligence as a dominant discourse in the field of Education Revista Española de Pedagogía Vol. LXXV (269): 7-24 [Bilingual journal with all the articles available in English and Spanish - JCR indexed]
- Sackville-Ford, M. & Davenport, H. (eds.) (2019) Critical Issues in Forest Schools. London: Sage.
- Sackville-Ford, M. & Ivinson, G. (2019) ‘Tables dancing: playing with enchantments of materiality beyond representation’ Special Issue: “Arenas of Transcultural Education: Resonances / Interferences”. Paragrana Vol 28 (2) 83-94
- Sant, E. & Brown, T. (2020) The fantasy of the populist disease and the educational cure, British Educational Research Journal,
- Sant, E. (2019). Democratic education: a theoretical review (2006-2017). Review of Educational Research, 89(5), pp. 655–696
- Sant, E., & Davies, I. (2018) Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils? Cambridge Journal of Education 48(3) pp 371-387.
- Sikes, P. & Hall, M. (2018) The impact of parental young onset dementia on children and young people’s educational careers. British Educational Research Journal 44(4) pp 593-607
- Underhill, H. (In press). ‘Learning in social movements: Emotion, identity and Egyptian diaspora becoming ‘logically and emotionally invested’ in the continuing struggle. Australian Journal of Adult Education.
- Underhill, H. (2019). Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements International Journal of Development Education and Global Learning, 11 (2): 204–218.
- Underhill, H. (forthcoming) What is Teaching and Learning? In. Lord, J. (ed.) Studying Education. London: Routledge.
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