Hugh joined the Department of Humanities as a lecturer in English Language in 2016. His research focuses on how language and literacy are understood in everyday contexts, and how individuals negotiate or subvert institutional conceptualisations of language and literacy.
He often works across disciplinary boundaries employing approaches from literacy studies, stylistics, socio-linguistics, literary studies and arts-practices. He also comes from a background of collaborative research working with community partners and because of this is particularly interested in co-produced, participatory, and interdisciplinary research methodologies. His current research centres around: how co-produced or creative research methodologies can be used to surface tacit or embodied understandings of language; and the ways in which children and young people interact with each other and their material context to spontaneous co-construct meaning in creative writing workshops.
Specialist areas of interest
New Literacy Studies
socio-linguistics of writing
Module leader for Writing Yourself and Work-Based Projects
Current research projects
‘Unthinking Project’ in collaboration with Grimm and Co. funded by the Humanities Research Centre
Selected research projects
2015 – Research Assistant for the AHRC/ESRC ‘Imagine’ project
2014 – 2015 Research Assistant for the AHRC ‘Co-Producing Legacy’
2013 – 2014 Research Assistant for the AHRC ‘Communicating Wisdom’
2012 – Research Assistant for the AHRC ‘Language as Talisman’ Project
Collaborators and sponsors
Grimm and Co
Pahl, K., Escott, H., Graham, H., Marwood, K., Pool, S., & Ravetz, A. (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).
Truman, S.E., Hackett, A., Pahl, K., McLean Davies, L., & Escott, H. (2020). The Capaciousness of No: Affective Refusals as Literacy Practices. Reading Research Quarterly. http://doi.org/10.1002/rrq.306
Daniels, K., Burnett, C., Bower, K., Escott, H., Ehiyazaryan-White, E., Hatton, A., & Monkhouse, J. (2019). Early years teachers and digital literacies: Navigatinga kaleidoscope of discourses. Education and Information Technologies, 25 (4), 2415-2426. http://doi.org/10.1007/s10639-019-10047-9
Daniels, K., Burnett, C., Bower, K., Escott, H., Hatton, A., Ehiyazaryan-White, E., & Monkhouse, G. (2019). Early years teachers and digital literacies: Navigating a kaleidoscope of discourses. Education and Information Technologies.
Escott, H.F., & Pahl, K.H. (2019). ‘Being in the Bin’: Affective understandings of prescriptivism and spelling in video narratives co-produced with children in a post-industrial area of the UK. Linguistics and Education, 53, 100754. http://doi.org/10.1016/j.linged.2019.100754
Escott, H., & Pahl, K. (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, 1-13. http://doi.org/10.1080/01596306.2017.1405911
Pahl, K., Escott, H., Siebers, J., Steaman-Jones, R., Hurcome, M., & Junior Angling Club, P.A.P. (2017). Fishing and Youth Work, or, 'What is it About Fishing that Makes Life Better?'. In Walker, C., Hart, A., & Hanna, P. (Eds.) Building a New Community Psychology of Mental Health Spaces, Places, People and Activities. (pp. 83-100). Palgrave Macmillan