All Staff Members | Charlotte Hardacre

Biography

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

Qualifications

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.

Publications

Book Chapter

Hardacre, C. and Stuart K. (2017) 'An Authentic Approach to Family Learning' in Stuart, K. and Maynard, L. (eds.) Empowerment and Agency. London: Routledge.

Journal Articles

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

Conference Papers

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.

Academic Posters

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.