Max Hope
Biographic Data
| ID | 3700354 |
|---|---|
| NAME | Max Hope |
| GIVEN NAMES | Max |
| FAMILY NAME | Hope |
| SIGNATURE | HOPE M |
| AFFILIATIONS | University of Hull |
| ORCID | 0000-0002-1806-8623 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 72 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Critical learning
Cascading impacts of climate change and rapid urbanization demand transformative adaptation for just futures. But operationalizing transformations continues to be a challenge. This paper presents a critical learning framework as a pathway for disaster risk reduction interventions to build adaptive capacity for transformative adaptation, facilitating fundamental changes in decision-making. This requires multiple stakeholders to critically reflect …
The power of place-based Future Visioning
Normative future visioning
Normative future visioning (NFV) offers a critical approach that can respond to the challenges of transformative adaptation. In the context of climate crisis, an understanding of the diversity of desired end-states and pathways for good urban futures is fundamental to fostering cooperation and inspiring purposeful action that can challenge and transform unsustainable processes and behaviours, and researching these processes. This paper contribute…
We are the same as everyone else just with a different and unique backstory’
This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based on qualitative research in northern England utilising participatory approaches with young people and interviews with support staff, we explore barriers that inhibit young people's sense of belonging. …
Triggering multi-actor change cascades
Deep-rooted socio-ecological and technical systems, values and lifestyles, 'locked in' by vested interests and flows of power, underpin the interconnected problems of climate change, hazard vulnerability and poverty. A 'shallow' approach to co-production, with its focus on knowledge exchange and shared learning between individuals, struggles to gain the 'purchase' needed to transform these material structures. In this paper we demonstrate that no…
This feels like a whole new thing’
The notion of inclusive education has multiple meanings and the precise definition remains contested. In particular, the debate rages as to whether it is appropriate for some schools to offer specialised provision to particular cohorts of students rather than to educate everyone within a common school. This manuscript foregrounds rich empirical data from students, parents and educators at Pride School Atlanta, described as ‘the South’s first scho…
Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students
This article explores the growing interest in schools which are aimed at children and young people who are lesbian, gay, bisexual, transgendered and questioning (LGBTQ), schools described as LGBTQ-affirming. Schools which target specific groups of students are sometimes viewed as being anti-inclusive because they assign labels to students and separate them from one another. This is based on a notion of inclusive education as a single ‘school for …
The danger of subverting students’ views in schools
This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inc…
Heritage, identity and community engagement at Dunluce Castle, Northern Ireland
As Northern Ireland transitions out of conflict, increased attention is being paid to the role heritage can play in building peace across society and developing a more sustainable future. Recent archaeological investigations at Dunluce Castle have uncovered elements of the site’s Gaelic past and the remains of an early seventeenth-century town built immediately prior to the Crown-sponsored Plantation of Ulster. The project included a dynamic prog…
Social dimensions of science-humanitarian collaboration
This paper contains a critical exploration of the social dimensions of the science-humanitarian relationship. Drawing on literature on the social role of science and on the social dimensions of humanitarian practice, it analyses a science-humanitarian partnership for disaster risk reduction (DRR) in Padang, Sumatra, Indonesia, an area threatened by tsunamigenic earthquakes. The paper draws on findings from case study research that was conducted b…
The Bengkulu premonition
Knowledge, coping strategies, and expertise that have accumulated within indigenous communities in response to repeated hazard events, are an important part of disaster risk reduction. There is a tendency, however, for indigenous societies to be treated as if they are separate from and contrast sharply with modern industrial societies. Increasingly, globalisation means local cultures are produced through the inter-relationship of local traditions…
The Importance of Direct Experience
Human geography fieldwork is important. Research has shown that when students ‘see it for themselves’ their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes ‘active learning’ and links theory to ‘real world’ examples in a ‘spiral of learning’. Stressing the socially constructed nature of knowledge and identity, however, Nairn (2005) has made a valuable critique of the assumpt…
The Importance of Direct Experience
Human geography fieldwork is important. Research has shown that when students ‘see it for themselves’ their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes ‘active learning’ and links theory to ‘real world’ examples in a ‘spiral of learning’. Stressing the socially constructed nature of knowledge and identity, however, Nairn (2005) has made a valuable critique of the assumpt…
The danger of subverting students’ views in schools
This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inc…
This feels like a whole new thing’
The notion of inclusive education has multiple meanings and the precise definition remains contested. In particular, the debate rages as to whether it is appropriate for some schools to offer specialised provision to particular cohorts of students rather than to educate everyone within a common school. This manuscript foregrounds rich empirical data from students, parents and educators at Pride School Atlanta, described as ‘the South’s first scho…
Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students
This article explores the growing interest in schools which are aimed at children and young people who are lesbian, gay, bisexual, transgendered and questioning (LGBTQ), schools described as LGBTQ-affirming. Schools which target specific groups of students are sometimes viewed as being anti-inclusive because they assign labels to students and separate them from one another. This is based on a notion of inclusive education as a single ‘school for …
Heritage, identity and community engagement at Dunluce Castle, Northern Ireland
As Northern Ireland transitions out of conflict, increased attention is being paid to the role heritage can play in building peace across society and developing a more sustainable future. Recent archaeological investigations at Dunluce Castle have uncovered elements of the site’s Gaelic past and the remains of an early seventeenth-century town built immediately prior to the Crown-sponsored Plantation of Ulster. The project included a dynamic prog…
The Bengkulu premonition
Knowledge, coping strategies, and expertise that have accumulated within indigenous communities in response to repeated hazard events, are an important part of disaster risk reduction. There is a tendency, however, for indigenous societies to be treated as if they are separate from and contrast sharply with modern industrial societies. Increasingly, globalisation means local cultures are produced through the inter-relationship of local traditions…
Normative future visioning
Normative future visioning (NFV) offers a critical approach that can respond to the challenges of transformative adaptation. In the context of climate crisis, an understanding of the diversity of desired end-states and pathways for good urban futures is fundamental to fostering cooperation and inspiring purposeful action that can challenge and transform unsustainable processes and behaviours, and researching these processes. This paper contribute…
Triggering multi-actor change cascades
Deep-rooted socio-ecological and technical systems, values and lifestyles, 'locked in' by vested interests and flows of power, underpin the interconnected problems of climate change, hazard vulnerability and poverty. A 'shallow' approach to co-production, with its focus on knowledge exchange and shared learning between individuals, struggles to gain the 'purchase' needed to transform these material structures. In this paper we demonstrate that no…
The Importance of Direct Experience
Human geography fieldwork is important. Research has shown that when students ‘see it for themselves’ their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes ‘active learning’ and links theory to ‘real world’ examples in a ‘spiral of learning’. Stressing the socially constructed nature of knowledge and identity, however, Nairn (2005) has made a valuable critique of the assumpt…
The Bengkulu premonition
Knowledge, coping strategies, and expertise that have accumulated within indigenous communities in response to repeated hazard events, are an important part of disaster risk reduction. There is a tendency, however, for indigenous societies to be treated as if they are separate from and contrast sharply with modern industrial societies. Increasingly, globalisation means local cultures are produced through the inter-relationship of local traditions…
Social dimensions of science-humanitarian collaboration
This paper contains a critical exploration of the social dimensions of the science-humanitarian relationship. Drawing on literature on the social role of science and on the social dimensions of humanitarian practice, it analyses a science-humanitarian partnership for disaster risk reduction (DRR) in Padang, Sumatra, Indonesia, an area threatened by tsunamigenic earthquakes. The paper draws on findings from case study research that was conducted b…
The danger of subverting students’ views in schools
This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inc…
Heritage, identity and community engagement at Dunluce Castle, Northern Ireland
As Northern Ireland transitions out of conflict, increased attention is being paid to the role heritage can play in building peace across society and developing a more sustainable future. Recent archaeological investigations at Dunluce Castle have uncovered elements of the site’s Gaelic past and the remains of an early seventeenth-century town built immediately prior to the Crown-sponsored Plantation of Ulster. The project included a dynamic prog…
This feels like a whole new thing’
The notion of inclusive education has multiple meanings and the precise definition remains contested. In particular, the debate rages as to whether it is appropriate for some schools to offer specialised provision to particular cohorts of students rather than to educate everyone within a common school. This manuscript foregrounds rich empirical data from students, parents and educators at Pride School Atlanta, described as ‘the South’s first scho…
Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students
This article explores the growing interest in schools which are aimed at children and young people who are lesbian, gay, bisexual, transgendered and questioning (LGBTQ), schools described as LGBTQ-affirming. Schools which target specific groups of students are sometimes viewed as being anti-inclusive because they assign labels to students and separate them from one another. This is based on a notion of inclusive education as a single ‘school for …
We are the same as everyone else just with a different and unique backstory’
This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based on qualitative research in northern England utilising participatory approaches with young people and interviews with support staff, we explore barriers that inhibit young people's sense of belonging. …
Triggering multi-actor change cascades
Deep-rooted socio-ecological and technical systems, values and lifestyles, 'locked in' by vested interests and flows of power, underpin the interconnected problems of climate change, hazard vulnerability and poverty. A 'shallow' approach to co-production, with its focus on knowledge exchange and shared learning between individuals, struggles to gain the 'purchase' needed to transform these material structures. In this paper we demonstrate that no…
Normative future visioning
Normative future visioning (NFV) offers a critical approach that can respond to the challenges of transformative adaptation. In the context of climate crisis, an understanding of the diversity of desired end-states and pathways for good urban futures is fundamental to fostering cooperation and inspiring purposeful action that can challenge and transform unsustainable processes and behaviours, and researching these processes. This paper contribute…
The power of place-based Future Visioning
Critical learning
Cascading impacts of climate change and rapid urbanization demand transformative adaptation for just futures. But operationalizing transformations continues to be a challenge. This paper presents a critical learning framework as a pathway for disaster risk reduction interventions to build adaptive capacity for transformative adaptation, facilitating fundamental changes in decision-making. This requires multiple stakeholders to critically reflect …
Sociology (10 works) · Disaster Management and Resilience (4 works) · Geography (4 works) · Pedagogy (4 works) · Political science (4 works) · Aesthetics (3 works) · Children's Rights and Participation (3 works) · Epistemology (3 works) · Gender Studies (3 works) · Gender Studies (3 works)