Dr Hugh F Escott

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
orthography
dialect representation
working-class literature
socio-linguistics of writing
collaborative research
arts-practices

Subject area

English Language

Courses

English
English Literature
English Language
Creative Writing

Modules

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

Key Publications

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).

Journal articles

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

Book chapters

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