Tracy Ann Hayes | University College Plymouth: St Mark & St John (original) (raw)
Papers by Tracy Ann Hayes
Routledge eBooks, Apr 28, 2017
SAGE Publications Ltd eBooks, 2021
Children, Young People and Care
Intergenerational justice has become central to climate justice in recent years. At one end of th... more Intergenerational justice has become central to climate justice in recent years. At one end of the generational spectrum are the actions of young activists, galvanised by the actions of Greta Thunberg and other Fridays for Future activists around the world. At the other end, a growing number of grandparent activists have been participating in environmental protests to raise awareness of their own understandings of the adverse ways that children and future generations are being affected by environmental ills. A large group of ‘grandparent rebels’ make up Extinction Rebellion’s ranks, with slogans such as ‘I rebel so I can look my grandchildren in the eye’ (Patel, 2019; Toynbee, 2019). As Nolas et al (2017, p. 6) observed, ‘looking at ‘the edges of age’ – childhood and older age – together and in relation to activism enables a reframing of political socialisation as a lifelong process with inter-generational connections’. The Covid-19 Pandemic has brought both the intergenerational (a...
Children's Geographies
The urgent and interlocking social, economic and ecological crises faced by societies around the ... more The urgent and interlocking social, economic and ecological crises faced by societies around the world require dialogue, empathy and above all, hope that transcends social divides. At a time of uncertainty and crisis, many societies are divided, with distrust and divides exacerbated by media representations pitting different groups against one another. Acknowledging intersectional interrelationships, this collaborative paper considers one type of social distinction – generation – and focuses on how trust can be rebuilt across generations. To do this, we collate key insights from eight projects that shared space within a conference session foregrounding creative, intergenerational responses to the climate and related crises. Prompted by a set of reflective questions, presenters commented on the methodological resources that were co-developed in intergenerational research and action spaces. Most of the work outlined was carried out in the UK, situated in challenges that are at once particular to local contexts, and systematic of a wider malaise that requires intergenerational collaboration. Reflecting across the projects, we suggest fostering ongoing, empathetic dialogues across generations is key to addressing these challenges of the future, securing communities that are grounded as collaborative and culturally responsive, and resilient societies able to adapt to and mitigate the impacts of change.
Capturing the voices of practitioners and participants in outdoor experiences as data in qualitat... more Capturing the voices of practitioners and participants in outdoor experiences as data in qualitative research, demands imaginative, creative and practical methodologies, embedded within sound ethical frameworks. In this chapter, we explore shared-story approaches as ways in which experiences can be considered, analysed critically and conceptualised to give ‘testimony’ - a recognisable way of constructing meaning and disseminating research findings. We illustrate HEAR (Hermeneutics, (Auto)Ethnographic Action Research) as a methodological ‘listening’ model and a form of praxiography, rooted in the use of fables and stories to convey findings. This transdisciplinary method has meaning and application within and out with outdoor contexts
The title of my poster presentation was inspired by one of the practitioners who participated in ... more The title of my poster presentation was inspired by one of the practitioners who participated in my doctoral research. She told me: “I like to play, and I play along with them, and guide them, to help them”. I was reminded of her words recently when a parent, whose child was joining in an activity I was facilitating, remarked to me, “You really get stuck in don’t you?” As my suggestion to ‘high ten’ in celebration of completing some magnificent mud pies had resulted in me being spattered from head to toes in mud from her child’s muddy fingers, I could not disagree. I aim to share some of the discoveries I have made both during my research, and in my accompanying practice as a community-based volunteer for a UK conservation charity. My doctoral research was a Creative Exploration of Young People’s Relationship with Nature, and originated from my practice as an environmental youth worker. Its initial focus was on the ‘apparent crisis’ that is disconnection from nature. I looked at a r...
![Research paper thumbnail of Shifting Perspectives on Nature through Pedagogical Practices [webinar]](https://attachments.academia-assets.com/99449766/thumbnails/1.jpg)
](Once when the world was young, humans and non-humans coexisted with awareness and respect for eac... more Once when the world was young, humans and non-humans coexisted with awareness and respect for each other’s place in the world. Those days are gone: ‘Forests burn, glaciers melt and one million species face extinction’ (University of Cambridge, 2019). Attenborough (2019) warns us, ‘Our planet hangs in the balance. The only way to operate is to believe we can do something about it…’. Education is key to this and there are plans, led by nature writer Mary Colwell and MP Caroline Lucas to develop a new optional GCSE in natural history (TES, 2020) designed to help students develop a greater understanding of the natural environment. This will involve consultations between exam boards, DfE, teachers and subject associations. Now is the time to ask critical questions around how we may combine science- and arts-based approaches to shift perspectives away from a human-centred view of the world to one that views humans as only one thread in the web of life. Also, how does this GCSE fit within ...
BERA’s Nature, Outdoor Learning and Play (Nolap) special interest group provides a focus for the ... more BERA’s Nature, Outdoor Learning and Play (Nolap) special interest group provides a focus for the wealth of outdoor learning research taking place in the UK and beyond. We encourage critical debate from methodological, philosophical, political, creative and educational perspectives, by creating a forum for academics, practitioners, and students to engage critically in debates around nature, learning and play in outdoor settings. Nature, outdoor learning and play is about much more than fun and games (although these are important). There is a serious side that enables us to explore some of the most pressing problems facing the world, enabling us to find positive ways for humans to coexist with the more-than-human world in a more sustainable way. Playful, nature-based activities provide ways of learning about the outside world and understanding our place within this and enable the development of a positive relationship with nature, other people and with ourselves (Leather, Harper & Obe...
![Research paper thumbnail of Encouraging educational research into nature, outdoor learning and play [blog]](https://attachments.academia-assets.com/99449762/thumbnails/1.jpg)
](Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 5 4 7 1/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 5 4 7 1/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
In this mini episode Dr Tracy Hayes (University of Cumbria) and Dr Mark Leather (Plymouth Marjon ... more In this mini episode Dr Tracy Hayes (University of Cumbria) and Dr Mark Leather (Plymouth Marjon University) discuss the importance of nature, outdoor learning and play before, during and after the Covid-19 pandemic
This talk is based on our work with a charity that provides support to families visiting male pri... more This talk is based on our work with a charity that provides support to families visiting male prisoners. This has proved to be a contentious and emotive subject, with individual responses to hearing about this work revealing much about attitudes towards people who transgress: educate and rehabilitate, or punish? Scrap short sentences in favour of community service, or focus attention on the victims and their families – not the offenders? Come and join us to explore this further.
As outdoor educators and researchers, we face many challenges. Not least of which is the need to ... more As outdoor educators and researchers, we face many challenges. Not least of which is the need to evidence the impact of our work. How do we do this with something as ephemeral and tenuous as Hauntings or Aesthetics or Atmospheres – what about when we sense a presence that is not physically present?(i) Can we really claim that narratives and storytelling are valid forms of research? What about being robust?(ii) Whilst we welcome initiatives that highlight the importance of spending time outdoors, and seek to nurture young people’s connection with nature, we believe that many research projects are attempting to measure the immeasurable.(iii) It is one thing to co-construct a way of thinking about our outdoor practice so that new understandings of atmospheres and narratives engender curiosity, raise cultural sensitivity and enrich our outdoor practices. It is a very different thing to show how this is achieved. Given the increasing importance of ‘impact’ in relation to both academia an...
In March 2016, eight WCF students (four second and four third years), plus one lecturer, ventured... more In March 2016, eight WCF students (four second and four third years), plus one lecturer, ventured south to the shores of Lake Windermere to volunteer for the National Trust at Wray Castle in the Lake District. The event was the National Trust’s first Children’s Book Festival and it was organised to celebrate Beatrix Potter’s 150th birthday. Afterwards the National Trust emailed to say: “Thank you for providing students for the book festival! They were all really great and very helpful over the weekend. Hopefully they all gained something from it, even if it was just the knowledge they survived a cabin in the woods! I’m sure we will have plenty of opportunities for them and other students in the future.” Towards the end of the year, the National Trust contacted us again to ask for more help. In this presentation we will share what happened next…
Can you imagine a world where no-one goes outside? Our world is under threat from human activitie... more Can you imagine a world where no-one goes outside? Our world is under threat from human activities, from what we do, and the way we do it. This will have a huge impact on our future lives, and we need to think about how we protect places and the people, animals and plants found there. Whilst, there is a widely-recognised need to address this threat, there is a specific focus on how we can involve young people in this process. Within this, there is additional concern about how little time children and young people spend outside. My qualitative study responds to these concerns by exploring young people’s relationship with nature, and how this may be developed through the projects we offer them. The participating projects have been spread across England, from south-east to north-west, including rural, coastal and urban environments. The young people, aged between 11 and 25, were from diverse backgrounds, with a wide range of individual needs. This transdisciplinary research has used an...
This paper makes use of Aesop’s Fable, the Tortoise and the Hare, to explore how we can facilitat... more This paper makes use of Aesop’s Fable, the Tortoise and the Hare, to explore how we can facilitate outdoor learning in a way that helps to develop connections with nature. For many, especially young people and those experiencing physical and/or mental ill health, stepping outside into a natural environment can be a real challenge. Some of the themes explored: Potential barriers to participation - when Doing gets in the way of Being in nature; The role of the facilitator in fostering comfort rather than initiating concern (distress); The use of stories within outdoor education to foster familiarity, comfort and connections.
Author's note: This is an informal, personal and reflective paper that contains my thoughts a... more Author's note: This is an informal, personal and reflective paper that contains my thoughts and feelings on being invited to participate in the European Outdoor Education Network Seminar, held near Keswick, in October 2012. It includes elements of an article submitted as partial requirements of my MA in Youth Work and Community Development. This, together with the research also conducted as part of the qualification, formed the basis for my workshop delivered at the seminar and provides the foundations for my doctoral research. I will begin by providing a summary of my background with an explanation of how I came to be at the conference. I will then reflect on my experiences and conclude with my future plans.
We aim for this to be an interactive, thought-provoking session whereby participants are encourag... more We aim for this to be an interactive, thought-provoking session whereby participants are encouraged to reflect on their own experiences in outdoor spaces and to engage in the wider debate of how to support others to develop an awareness and appreciation of the world around them. We include presentations from across the disciplines, including geography, sociology, outdoor learning, higher education (pedagogy and research) and other related disciplines. This includes practitioners’ perspectives on how to maintain a playful attitude with older children, young people and adults. We argue for the re-conceptualisation of “playtime” and the development of playfulness as a useful approach to cultivate creativity (Leather, 2014), that goes well beyond childhood, through adolescence and into adulthood. What is playfulness? It is a mood state that facilitates and accompanies ‘playful play’. It may not be observable in behaviour – playful individuals are not necessarily playing, even though the...
Routledge eBooks, Apr 28, 2017
SAGE Publications Ltd eBooks, 2021
Children, Young People and Care
Intergenerational justice has become central to climate justice in recent years. At one end of th... more Intergenerational justice has become central to climate justice in recent years. At one end of the generational spectrum are the actions of young activists, galvanised by the actions of Greta Thunberg and other Fridays for Future activists around the world. At the other end, a growing number of grandparent activists have been participating in environmental protests to raise awareness of their own understandings of the adverse ways that children and future generations are being affected by environmental ills. A large group of ‘grandparent rebels’ make up Extinction Rebellion’s ranks, with slogans such as ‘I rebel so I can look my grandchildren in the eye’ (Patel, 2019; Toynbee, 2019). As Nolas et al (2017, p. 6) observed, ‘looking at ‘the edges of age’ – childhood and older age – together and in relation to activism enables a reframing of political socialisation as a lifelong process with inter-generational connections’. The Covid-19 Pandemic has brought both the intergenerational (a...
Children's Geographies
The urgent and interlocking social, economic and ecological crises faced by societies around the ... more The urgent and interlocking social, economic and ecological crises faced by societies around the world require dialogue, empathy and above all, hope that transcends social divides. At a time of uncertainty and crisis, many societies are divided, with distrust and divides exacerbated by media representations pitting different groups against one another. Acknowledging intersectional interrelationships, this collaborative paper considers one type of social distinction – generation – and focuses on how trust can be rebuilt across generations. To do this, we collate key insights from eight projects that shared space within a conference session foregrounding creative, intergenerational responses to the climate and related crises. Prompted by a set of reflective questions, presenters commented on the methodological resources that were co-developed in intergenerational research and action spaces. Most of the work outlined was carried out in the UK, situated in challenges that are at once particular to local contexts, and systematic of a wider malaise that requires intergenerational collaboration. Reflecting across the projects, we suggest fostering ongoing, empathetic dialogues across generations is key to addressing these challenges of the future, securing communities that are grounded as collaborative and culturally responsive, and resilient societies able to adapt to and mitigate the impacts of change.
Capturing the voices of practitioners and participants in outdoor experiences as data in qualitat... more Capturing the voices of practitioners and participants in outdoor experiences as data in qualitative research, demands imaginative, creative and practical methodologies, embedded within sound ethical frameworks. In this chapter, we explore shared-story approaches as ways in which experiences can be considered, analysed critically and conceptualised to give ‘testimony’ - a recognisable way of constructing meaning and disseminating research findings. We illustrate HEAR (Hermeneutics, (Auto)Ethnographic Action Research) as a methodological ‘listening’ model and a form of praxiography, rooted in the use of fables and stories to convey findings. This transdisciplinary method has meaning and application within and out with outdoor contexts
The title of my poster presentation was inspired by one of the practitioners who participated in ... more The title of my poster presentation was inspired by one of the practitioners who participated in my doctoral research. She told me: “I like to play, and I play along with them, and guide them, to help them”. I was reminded of her words recently when a parent, whose child was joining in an activity I was facilitating, remarked to me, “You really get stuck in don’t you?” As my suggestion to ‘high ten’ in celebration of completing some magnificent mud pies had resulted in me being spattered from head to toes in mud from her child’s muddy fingers, I could not disagree. I aim to share some of the discoveries I have made both during my research, and in my accompanying practice as a community-based volunteer for a UK conservation charity. My doctoral research was a Creative Exploration of Young People’s Relationship with Nature, and originated from my practice as an environmental youth worker. Its initial focus was on the ‘apparent crisis’ that is disconnection from nature. I looked at a r...
Once when the world was young, humans and non-humans coexisted with awareness and respect for eac... more Once when the world was young, humans and non-humans coexisted with awareness and respect for each other’s place in the world. Those days are gone: ‘Forests burn, glaciers melt and one million species face extinction’ (University of Cambridge, 2019). Attenborough (2019) warns us, ‘Our planet hangs in the balance. The only way to operate is to believe we can do something about it…’. Education is key to this and there are plans, led by nature writer Mary Colwell and MP Caroline Lucas to develop a new optional GCSE in natural history (TES, 2020) designed to help students develop a greater understanding of the natural environment. This will involve consultations between exam boards, DfE, teachers and subject associations. Now is the time to ask critical questions around how we may combine science- and arts-based approaches to shift perspectives away from a human-centred view of the world to one that views humans as only one thread in the web of life. Also, how does this GCSE fit within ...
BERA’s Nature, Outdoor Learning and Play (Nolap) special interest group provides a focus for the ... more BERA’s Nature, Outdoor Learning and Play (Nolap) special interest group provides a focus for the wealth of outdoor learning research taking place in the UK and beyond. We encourage critical debate from methodological, philosophical, political, creative and educational perspectives, by creating a forum for academics, practitioners, and students to engage critically in debates around nature, learning and play in outdoor settings. Nature, outdoor learning and play is about much more than fun and games (although these are important). There is a serious side that enables us to explore some of the most pressing problems facing the world, enabling us to find positive ways for humans to coexist with the more-than-human world in a more sustainable way. Playful, nature-based activities provide ways of learning about the outside world and understanding our place within this and enable the development of a positive relationship with nature, other people and with ourselves (Leather, Harper & Obe...
Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 5 4 7 1/ ... more Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 5 4 7 1/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
In this mini episode Dr Tracy Hayes (University of Cumbria) and Dr Mark Leather (Plymouth Marjon ... more In this mini episode Dr Tracy Hayes (University of Cumbria) and Dr Mark Leather (Plymouth Marjon University) discuss the importance of nature, outdoor learning and play before, during and after the Covid-19 pandemic
This talk is based on our work with a charity that provides support to families visiting male pri... more This talk is based on our work with a charity that provides support to families visiting male prisoners. This has proved to be a contentious and emotive subject, with individual responses to hearing about this work revealing much about attitudes towards people who transgress: educate and rehabilitate, or punish? Scrap short sentences in favour of community service, or focus attention on the victims and their families – not the offenders? Come and join us to explore this further.
As outdoor educators and researchers, we face many challenges. Not least of which is the need to ... more As outdoor educators and researchers, we face many challenges. Not least of which is the need to evidence the impact of our work. How do we do this with something as ephemeral and tenuous as Hauntings or Aesthetics or Atmospheres – what about when we sense a presence that is not physically present?(i) Can we really claim that narratives and storytelling are valid forms of research? What about being robust?(ii) Whilst we welcome initiatives that highlight the importance of spending time outdoors, and seek to nurture young people’s connection with nature, we believe that many research projects are attempting to measure the immeasurable.(iii) It is one thing to co-construct a way of thinking about our outdoor practice so that new understandings of atmospheres and narratives engender curiosity, raise cultural sensitivity and enrich our outdoor practices. It is a very different thing to show how this is achieved. Given the increasing importance of ‘impact’ in relation to both academia an...
In March 2016, eight WCF students (four second and four third years), plus one lecturer, ventured... more In March 2016, eight WCF students (four second and four third years), plus one lecturer, ventured south to the shores of Lake Windermere to volunteer for the National Trust at Wray Castle in the Lake District. The event was the National Trust’s first Children’s Book Festival and it was organised to celebrate Beatrix Potter’s 150th birthday. Afterwards the National Trust emailed to say: “Thank you for providing students for the book festival! They were all really great and very helpful over the weekend. Hopefully they all gained something from it, even if it was just the knowledge they survived a cabin in the woods! I’m sure we will have plenty of opportunities for them and other students in the future.” Towards the end of the year, the National Trust contacted us again to ask for more help. In this presentation we will share what happened next…
Can you imagine a world where no-one goes outside? Our world is under threat from human activitie... more Can you imagine a world where no-one goes outside? Our world is under threat from human activities, from what we do, and the way we do it. This will have a huge impact on our future lives, and we need to think about how we protect places and the people, animals and plants found there. Whilst, there is a widely-recognised need to address this threat, there is a specific focus on how we can involve young people in this process. Within this, there is additional concern about how little time children and young people spend outside. My qualitative study responds to these concerns by exploring young people’s relationship with nature, and how this may be developed through the projects we offer them. The participating projects have been spread across England, from south-east to north-west, including rural, coastal and urban environments. The young people, aged between 11 and 25, were from diverse backgrounds, with a wide range of individual needs. This transdisciplinary research has used an...
This paper makes use of Aesop’s Fable, the Tortoise and the Hare, to explore how we can facilitat... more This paper makes use of Aesop’s Fable, the Tortoise and the Hare, to explore how we can facilitate outdoor learning in a way that helps to develop connections with nature. For many, especially young people and those experiencing physical and/or mental ill health, stepping outside into a natural environment can be a real challenge. Some of the themes explored: Potential barriers to participation - when Doing gets in the way of Being in nature; The role of the facilitator in fostering comfort rather than initiating concern (distress); The use of stories within outdoor education to foster familiarity, comfort and connections.
Author's note: This is an informal, personal and reflective paper that contains my thoughts a... more Author's note: This is an informal, personal and reflective paper that contains my thoughts and feelings on being invited to participate in the European Outdoor Education Network Seminar, held near Keswick, in October 2012. It includes elements of an article submitted as partial requirements of my MA in Youth Work and Community Development. This, together with the research also conducted as part of the qualification, formed the basis for my workshop delivered at the seminar and provides the foundations for my doctoral research. I will begin by providing a summary of my background with an explanation of how I came to be at the conference. I will then reflect on my experiences and conclude with my future plans.
We aim for this to be an interactive, thought-provoking session whereby participants are encourag... more We aim for this to be an interactive, thought-provoking session whereby participants are encouraged to reflect on their own experiences in outdoor spaces and to engage in the wider debate of how to support others to develop an awareness and appreciation of the world around them. We include presentations from across the disciplines, including geography, sociology, outdoor learning, higher education (pedagogy and research) and other related disciplines. This includes practitioners’ perspectives on how to maintain a playful attitude with older children, young people and adults. We argue for the re-conceptualisation of “playtime” and the development of playfulness as a useful approach to cultivate creativity (Leather, 2014), that goes well beyond childhood, through adolescence and into adulthood. What is playfulness? It is a mood state that facilitates and accompanies ‘playful play’. It may not be observable in behaviour – playful individuals are not necessarily playing, even though the...
This workshop explored the concept of playfulness. There was a mix of discussions and hands-on ac... more This workshop explored the concept of playfulness. There was a mix of discussions and hands-on activities – chance to play and to understand why this is so important. It provided participants with some ideas of playful activities that can be used outdoors, especially with young people and adults.
Windermere reflections talk - summer 2014 To find out the answer to this puzzle, join Tracy as s... more Windermere reflections talk - summer 2014
To find out the answer to this puzzle, join Tracy as she uses a mixture of stories and discussion to explore concerns about children and young people’s apparent ‘disconnection from nature’.
Youth work in a natural environment – by that I mean outdoors – can provide the best possible soc... more Youth work in a natural environment – by that I mean outdoors – can provide the best possible social space for young people, and for youth workers, to learn and develop in a genuinely holistic way. If we are looking for organic, everyday and creative ‘opportunity spaces’ , where new relationships, ways of being and new futures can be nurtured then surely all we need do is step outside? In an age of austerity measures, this may also represent an inexpensive option.
I will be exploring some key themes around the terms ‘connections with nature’ and ‘natural connections’ and their meanings. When and who first used them in a youth work context - and why? This is leading me to focus on the apparent crisis that is young people’s ‘Disconnection with Nature’ - is this a genuine cause for concern, something that can inform youth work policy. Or is this yet another deficit model for improvement of the disadvantaged through targeted interventions. I am particularly interested in how the youth work profession responds to these questions, and when it does, how effectively the workers are trained/prepared for this type of work.
The presentation will include interview data relating to young people’s definitions of the terms ‘connections/disconnections with nature’ and ‘natural connections’, with their perceptions of whether or not youth/community workers should be concerned about them. And if we should be, what they think we should do about it.
This chapter will make use of a friendly, narrative style that invites participation from the rea... more This chapter will make use of a friendly, narrative style that invites participation from the reader, to explore caring for self, others and nature, as encapsulated in the notion of kindness. It begins with a fable, a short story that serves a moral purpose, which is based on my empirical research with ‘looked after’ young people. This fable shares the experience of one young male, centrally placing him within the discussion, and it is utilised in stages to explore the concept of care. It adopts an interdisciplinary, contextual approach to literature, drawing from geography, environment and nature; youthwork; experiential, outdoor and adventure education; child/adolescent development and play; storytelling and creative writing; philosophy and psychology. The fable is based on one of many ‘magic moments’ that I have experienced as I have explored young people’s relationship with nature. The chapter argues that we need to be able to pause, reflect and extract meaning from these specific moments. In this fable we can see that care is relational, situational and complex; it includes intrinsic elements of human development. Fables, a form of creative non-fiction, are an evocative and moral way of conveying the learning from these moments. The chapter ends with an invitation to the reader to pause and consider what care means to them.
The wolf embodies the Anthropocene, the current geological epoch, "…in which human society is ack... more The wolf embodies the Anthropocene, the current geological epoch, "…in which human society is acknowledged as having become the greatest force shaping planet earth" (RGS, 2015). Understanding this new epoch demands a 'more-than-human' mode of theorising. Utilising metaphors and symbolism, and applying the hermeneutic tradition of 'questionableness' (Nixon, 2014), my reflective essay offers a creative interpretation of my life experiences, inviting readers to join in a playful exploration of what it means to become an 'academic'. I draw on an amorphous body of literature, from diverse sources such as children's author Enid Blyton; Jungian psychologist, Pinkola Estes; and Children's Geographies, long recognised as a place that utilises creative methodologies, resulting in interdisciplinary work that is challenging creative and exciting (Kraftl, Horton and Tucker, 2014). I pay homage to, and further develop that tradition, whilst embracing concepts of playfulness (Bateson and Martin, 2013) and transformational learning (Eyler and Giles, 1999). I have gained a growing awareness of my own identity, of how it has been shaped and influenced by others over the years. This has been accompanied by a flourishing of confidence in my academic abilities. I have learned how to howl.
This session will bring together reflections from both professional and personal perspectives, an... more This session will bring together reflections from both professional and personal perspectives, and address the interdisciplinary potential of storytelling, both as an approach to teaching and research, and as a means for communication. I will do all that and more, by focusing on the particularities within an experience that was professional, personal and emotional. I will share this with you in story form and invite you to slow down your mind and let my words sink beneath your skin (Hustedde and King, 2002) so that you reflect on the meanings of your own experiences.
“Tracy, come over here, read this...”
One of the students calls me over, continuing “It’s so sad”. Her gaze holds mine as she speaks, gauging my reaction. When she sees she has my attention, she points to a display cabinet in front of us. I look down and see medals, laid out with an explanatory note from the author, a famous book illustrator. I read the words, ‘In memory of my uncles, who died in the Great War.’ I look up at the student as she whispers to me, “They were so young, they were our age.” Her voice tails off into a shared silent space that words cannot fill, yet is over-spilling with emotion...
[to be continued…]
I want to participate in this workshop, spend time with others who use story, to share our experi... more I want to participate in this workshop, spend time with others who use story, to share our experiences so that we can learn from and be inspired by each other. My doctoral research is an interpretive exploration of young people's relationship with nature, by considering how young people make sense of outdoor learning experiences that have been provided as part of a targeted intervention. My findings emphasize a need for playful, creative and emotional approaches that allow young people to feel comfortable being in nature, rather than always doing things to, in and for nature. The natural world can be a magical and enchanting place for children, however it becomes too serious as we grow older and develop an awareness of the state of the world. We begin to understand the urgency of the need to protect it. This message is very important, however we need to think more carefully about how we convey it. For me this involves using story: to elicit information, interpret it, and then, inspired by writers such as Rachel Carson, to create fables designed to stimulate inter-disciplinary dialogue in an engaging and understandable way. It necessitates challenging more traditional forms of research and writing, and embracing more stylish approaches.
Creative methodology: exploring a shared space as a different place Research involving the expl... more Creative methodology: exploring a shared space as a different place
Research involving the exploration of young people's relationships with nature is interdisciplinary and is spatially, temporally and socially constructed. In this paper, I explore my perspective as a researcher, and examine my associated methodological approach. I do this placing a fable in the centre of a dialogue that illustrates the space and place of both a young person and me (the researcher), with respect to the privilege, or otherwise, of voice. I present a blended methodology of 'HEAR' (hermeneutics, (auto)ethnography and action research) as the most effective positioning to enable me to explore and understand such situations, cognisant of the influence of my values, beliefs and emotions. The fable is based on one of many 'magic moments' that I have experienced within my research. My fables, a form of creative non-fiction, are an evocative and moral way of conveying the learning from these moments. I am aware some may prefer the terms values and principles, eschewing the apparently judgemental nature of morals. I make no apology for my alternative approach. This is emergent, open-ended, innovative and creative research that contributes to understanding young people's relationship with nature. It is provocative research that invites ongoing introspection, reflexivity and dialogue, and requires imagination from both writer (presenter) and reader (audience).
title: Stories for wellbeing: are you sitting comfortably? Then we can begin… Summary of the cont... more title: Stories for wellbeing: are you sitting comfortably? Then we can begin… Summary of the content of your presentation (197 words)
This title is taken from a quote from one of the young people participating in my research. Its e... more This title is taken from a quote from one of the young people participating in my research. Its emphasis may appear to be on individual well-being, reflecting a need for peace; however it needs to be taken in context -the words were uttered following a shared experience facilitated by skilled outdoor learning practitioners. An alternative title could be 'How to find the Wow' -and I could have chosen to present within the theme of 'sense of place' rather than wellbeing. When we attempt to make sense of young people's relationship with nature, these concepts are so intertwined that they are virtually inseparable.
This interactive fun session will explore the concept of playfulness for grownups through a mix o... more This interactive fun session will explore the concept of playfulness for grownups through a mix of discussions and hands-on activities -chance to play and to understand why this is so important. What is playfulness? It is a mood state that facilitates and accompanies 'playful play'. It may not be observable in behaviour -playful individuals are not necessarily playing, even though they are in a playful mood 1 . We can think playfully as well as act playfully. It is a way of generating new thought patterns in a protected context.
Youth work in a natural environment -by that I mean outdoors -can provide the best possible socia... more Youth work in a natural environment -by that I mean outdoors -can provide the best possible social space for young people, and for youth workers, to learn and develop in a genuinely holistic way. If we are looking for organic, everyday and creative 'opportunity spaces' 1 , where new relationships, ways of being and new futures can be nurtured 2 then surely all we need do is step outside? In an age of austerity measures, this may also represent an inexpensive option.
This is a reflective account of my first year of becoming a Doctoral Researcher. It has been a ye... more This is a reflective account of my first year of becoming a Doctoral Researcher. It has been a year of unending questions and aporetic moments: I have become walking aporia 1 . I present it through the form of a story that encapsulates and shares the process of how my ideas have evolved during this time:
University of Cumbria Doctoral Colloquium 2015 Tracy Hayes, University of Cumbria Poster Title: ... more University of Cumbria Doctoral Colloquium 2015
Tracy Hayes, University of Cumbria
Poster Title: A creative exploration of young people’s relationship with nature
Abstract
My research is a qualitative exploration of young people’s relationship with nature by considering how young people make sense of outdoor learning experiences. To explore this topic I am conducting a hermeneutic enquiry that draws on auto/ethnography and action research. I am making use of interpretive methods to analyse data and creative writing techniques to present my interpretations through stories/fables.
I am looking at a range of facilitated programmes that offer outdoor learning opportunities for young people, through both residential courses and community-based programmes. Outdoor learning is a term that encompasses a wide range of activities including: play; school grounds projects; environmental education; recreational and adventure activities, as well as personal and social development programmes. ‘Outdoor Learning does not have a clearly defined boundary but it does have a common core’ (IOL, 2014), which includes valuing direct experiences that broaden horizons and stimulate new interests.
I am exploring what young people think of their experiences, and if participating in the programmes make a difference to them. I am also talking with the people who work with them, and are responsible for designing and/or delivering these programmes. To understand what happens during this phase of a young person’s life we have to take account of their earlier experiences, as well as the social, cultural and political contexts. Themes emerging highlight the role of the facilitator; peer, family and school pressures; the need for peace and chance to recover from stress; the concepts of playfulness and belonging. This poster serves as a summary of my research and provides an indication of my future work.
References
IOL (2014) What is Outdoor Learning? Available at http://www.outdoor-learning.org/Default.aspx?tabid=207 (Accessed: 15/06/2015)
Lancaster University Postgraduate Research Conference 2013 Theme of conference: Creation and Chan... more Lancaster University Postgraduate Research Conference 2013
Theme of conference: Creation and Change
Tracy Hayes, Doctoral Researcher, University of Cumbria
Title: Whose Voice? Making sense of nature from young people’s stories
Abstract
I am in the first year of my studies as a Doctoral Researcher with the University of Cumbria. The working title of my PhD thesis is ‘Making SenSE of nature: exploring young people's Sensory, Spiritual and Emotional connections made with the natural environment through educational programmes, with consideration to how these affect their behaviour towards the environment, and impact on their sense of health and wellbeing.'
The poster will outline my plans for preliminary research this summer, and begin to explore what we mean by ‘voice’ with regard to research with young people and the use of stories as a means of eliciting data. The research purpose of my pilot project is to conduct a preliminary evaluation into the effectiveness of the use of the Listening Guide, and I-poem analysis (Doucet and Mauthner, 2008) as a method to interpret narratives provided by young people about their experiences in a natural environment/outdoor setting. The research question for my pilot is: Do young people perceive themselves as disconnected from nature, and does it matter if they do? I will be collecting young people’s stories and making use of them to create I-poems.
How does this poster fit the conference theme of ‘Creativity and Change’? Since starting my research in January 2013, I have changed my focus to concentrate on the voice of young people: what do they think about nature, what they enjoy doing outdoors, how ‘connected’ do they feel, and does this impact on their perception of their health and well-being or on their desire to look after natural spaces. Much has been written of young people’s apparent disconnection from nature, however there is a distinct lack of young people’s voices within the literature. I am attempting to redress this imbalance.
Within my research I am taking a creative approach to eliciting and analysing data, and to presenting and promoting my work. This includes making use of the Listening Guide (Doucet and Mauthner, 2008), a method of analysis more commonly associated with feminist research.
This is a multi-disciplinary research project that will be engaging in a dialogue with a range of disciplines – social sciences and natural sciences, plus a healthy dose of humanities. My practice as an environmental youth worker, and as a teacher of youth/community workers, has led to my concern at the lack of/inadequacy of training provided for workers in this area. My research aims to inform (and improve) practice for the benefit of young people, and the wider community.
References
Doucet, A. and Mauthner, N.S. (2008) ‘What can be known and how? Narrated subjects and the Listening Guide.’ Qualitative Research, 8 (3), pp.399-409
Poster explaining the early phases of my research - comparing this to my later versions gives an ... more Poster explaining the early phases of my research - comparing this to my later versions gives an indication of how my thinking and research has evolved
The hairs on the back of my neck prickled. I felt a tightening tension across the back of my eyes... more The hairs on the back of my neck prickled. I felt a tightening tension across the back of my eyes. I instinctively knew what was coming: a storm. One of those stunningly beautiful electrical phenomenon that pierce the mid-summer sky. For once I was grateful my old dog is no longer here, she hated storms (and the artificial firework version) with a fierce passion. Once in an attempt to escape the bangs and flashes, she had jumped the gate and run so far, so fast, that by the time I had caught up with her, she had worn away the pads on her paws. Most times when a storm hit she would pace the house, breathing heavily, looking for solace in human form, yet too restless to accept it when she found it. She left us more than two years ago.
We’re All in the Wild, 2016
We’re All in the Wild: an inclusive guide to supporting young people with SEN/D to discover their... more We’re All in the Wild: an inclusive guide to supporting young people with SEN/D to discover their local outdoor spaces.
This guide has been created as a practical aid to assist:
- Practitioners who work with SEN/D young people to support them to discover their local outdoor spaces.
- Practitioners who work in outdoor spaces to support them to work with young people with SEN/D.
It is important to understand both of these perspectives. The guide contains short stories – Magic Moments – used to highlight
the key learning points from the ‘We’re in the Wild’ project. The ‘We’re in the Wild’ was a three-year project run by Plantlife and funded by the National Lottery through the Big Lottery Fund. It was designed to increase opportunities to connect children and young people with their local outdoor spaces. The guide includes tips for developing and managing a similar project – taking you from the first steps of having a good idea for an activity, to the final steps of assessing its effectiveness.
Some of the key project outcomes are listed below:
* Children and young people report improved confidence and self-esteem as a result of accessing social, interactive, learning opportunities in local green spaces.
* Through accessing and contributing to various local outdoor opportunities, children and young people report feeling more involved in their community and less isolated.
* Children and young people will have improved academic skills, motivation, and psychological and physical well-being through increased access, enjoyment and learning in the local environment.
As the project progressed, it became clear that SEN/D schools and groups in particular have limited opportunity to access local green spaces. Through consultation, relationships were developed with SEN/D schools and youth groups and new programmes of activity evolved. These built confidence and trust – opportunities being offered in school grounds initially, then moving into local parks. This approach enabled young people to discover new skills and then build on them – for some, this included using tools for the first time.
Research Impact and the Early Career Researcher: Lived experiences, new perspectives, 2019
My chapter offers a creative interpretation of my experiences and interests to explore how doctor... more My chapter offers a creative interpretation of my experiences and interests to explore how doctoral research has impacted on me and how my past has shaped my understanding of research and research impact. I invite the reader to join in a playful exploration, through my allegorical relationship with wolves, of what it means to become an academic. If we want to understand the impact of our research, we first need to understand ourselves. I draw on an amorphous body of literature, from diverse sources such as children's author Enid Blyton; Jungian psychologist, Pinkola Estes; and Children's Geographies, long