I have worked as a family learning practitioner since 2009, facilitating sessions in primary schools across the north-west, in which parents and children learn together.
I teach across a number of modules on the Working with Children and Families programme including International Perspectives in the Early Years, Research with Children and Families and Creative Development.
Qualifications and memberships
Doctoral Researcher in Family Learning
PGCert in Teaching and Learning in Higher Education
PGCert in Post-Compulsory Education
BA (Hons) Language and Linguistics
Professional Affliliations and Memberships
Fellow of Higher Education Academy
Member of Parents in Education Research Network
Member of British Educational Research Association
Member of TACTYC: Association for Professional Development in Early Years
Academic and research interests
I am currently working in three main research areas:
- The role of authenticity in family learning
- Cross-cultural conversation for early childhood educators
- Student-led teaching in higher education
I am particularly interested in the use of extended case study as a methodology and in research which uses visual methods of data collection.
Hardacre, C. and Stuart K. (2017) 'An Authentic Approach to Family Learning' in Stuart, K. and Maynard, L. (eds.) Empowerment and Agency. London: Routledge.
Kinkead-Clark, Z. and Hardacre, C. (2019) 'Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice as illuminated by cross cultural conversations between practitioners from Britain and Jamaica', Journal of Childhood Studies
Hardacre, C. and Kinkead-Clark, Z. (2019) 'Authentic Family Learning. Reconceptualising Intergenerational Education Initiatives, in Jamaica and England, through Cross-Cultural Conversation', Journal of Childhood Studies
Kinkead-Clark, Z. and Hardacre, C. (2016) Using cross-cultural conversations to contextualize understandings of play: a multinational study, Early Child Development and Care. DOI: 10.1080/03004430.2016.1244673
Hardacre, C (2011) Pay no attention to that man behind the curtain. An action research project considering the use of task based learning in the adult literacy classroom. Through the Looking Glass: Reflective Research in Post Compulsory Education. Preston: UCLAN
Hardacre, C. and Kinkead-Clark, Z. (2017) Using Cross-cultural conversation to inform pedagogical practice in the early years'. BERA Annual Conference. British Educational Research Association, University of Sussex, 5th-7th September.
Hardacre, C. (2017) Student Led Teaching. Learning and Teaching Fest, AQD, University of Cumbria, 20th June.
Hardacre, C. and Noble-Grey, G. (2016) Using Authentic Family Learning Principles to Develop Parental Involvement in Early Childhood Education. Principled Early Years Practice: Valuing our past, debating our present, inspiring our future. Association for Professional Development in Early Years, London, 19th November.
Hardacre, C. (2016) Tackling the Label of “Technically Weak” Research: What complexity theory offers to small scale researchers working with children, young people and families. Children and Young People in a Changing World: Action, Agency and Participation. Liverpool Hope University, 23rd to 24th June.
Hardacre, C. (2016) Real Life Reading and Writing: A Family Learning Perspective. Teacher Inquiry: Developing research-informed practice. RIPLE Summer Conference, Institute of Education at University of Cumbria, 10th May.
Hardacre, C. (2016) Tackling the Label of “Technically Weak” Research: What complexity theory offers to small scale researchers working with children, young people and families. Doctoral Colloquium. Cumbria University, 14th July.