Deborah J Crook
Biographic Data
| ID | 937657 |
|---|---|
| NAME | Deborah J Crook |
| GIVEN NAMES | Deborah J |
| FAMILY NAME | Crook |
| SIGNATURE | CROOK D J |
| AFFILIATIONS | University of Lancashire |
| ORCID | 0000-0003-1852-1130 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
‘There for me’: Learning from young people about challenges and enablers to continuing education
Young people’s perspectives are not always central to policy and practice in widening participation contexts. This article explores enablers and barriers to educational progression by considering factors that young people suggest influence how they envisage and act on their futures. The underpinning study asked students aged 12–23 in disadvantaged areas of northern England to think about their possible selves using creative methods to encourage d…
Youth-led social action at school: It made me think that there could be a way to make things better in the future
This article critically reflects on the Education Peace Project, instigated by seven young people in a northern England secondary school. It explores how this different beginning makes visible the relational, place-based approaches involved in collaborative research. We suggest schools could do more to support young people to think, talk and act on issues that concern them, by addressing deep-seated attitudes about childhood, knowledge and learni…
We can connect: Imagining the future of digital practice with and by care-experienced children and young people
A participatory study with care-experienced children and young people identified longstanding problems in social work with children and recommended service improvements. The authors reflected on a digital resource co-created by this study and speculated on future digital adaptations that might address some of the service development needs that children and young people identified. This was inspired by Haraway’s (1985) call to imagine cyborgificat…
Children changing spaces, changing schools
Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10–11‐year‐olds in the north of England as part of complexity‐informed participatory action research to consider children's participation in schools. Children and adults considered …
Working back to the future: Strengthening radical social work with children and young people, and their perspectives on resilience, capabilities and overcoming adversity
Using data from participatory storytelling research with 65 young people, this article provides a co-created theoretical grounding for radical social work with children and young people. The problems and solutions social work should be seeking are explored in the light of resilience theories and the capability approach. The young people’s perspectives echo but extend existing resilience interventions and definitions of the capability approach, hi…
We can connect: Imagining the future of digital practice with and by care-experienced children and young people
A participatory study with care-experienced children and young people identified longstanding problems in social work with children and recommended service improvements. The authors reflected on a digital resource co-created by this study and speculated on future digital adaptations that might address some of the service development needs that children and young people identified. This was inspired by Haraway’s (1985) call to imagine cyborgificat…
Working back to the future: Strengthening radical social work with children and young people, and their perspectives on resilience, capabilities and overcoming adversity
Using data from participatory storytelling research with 65 young people, this article provides a co-created theoretical grounding for radical social work with children and young people. The problems and solutions social work should be seeking are explored in the light of resilience theories and the capability approach. The young people’s perspectives echo but extend existing resilience interventions and definitions of the capability approach, hi…
Working back to the future: Strengthening radical social work with children and young people, and their perspectives on resilience, capabilities and overcoming adversity
Using data from participatory storytelling research with 65 young people, this article provides a co-created theoretical grounding for radical social work with children and young people. The problems and solutions social work should be seeking are explored in the light of resilience theories and the capability approach. The young people’s perspectives echo but extend existing resilience interventions and definitions of the capability approach, hi…
Children changing spaces, changing schools
Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10–11‐year‐olds in the north of England as part of complexity‐informed participatory action research to consider children's participation in schools. Children and adults considered …
We can connect: Imagining the future of digital practice with and by care-experienced children and young people
A participatory study with care-experienced children and young people identified longstanding problems in social work with children and recommended service improvements. The authors reflected on a digital resource co-created by this study and speculated on future digital adaptations that might address some of the service development needs that children and young people identified. This was inspired by Haraway’s (1985) call to imagine cyborgificat…
‘There for me’: Learning from young people about challenges and enablers to continuing education
Young people’s perspectives are not always central to policy and practice in widening participation contexts. This article explores enablers and barriers to educational progression by considering factors that young people suggest influence how they envisage and act on their futures. The underpinning study asked students aged 12–23 in disadvantaged areas of northern England to think about their possible selves using creative methods to encourage d…
Youth-led social action at school: It made me think that there could be a way to make things better in the future
This article critically reflects on the Education Peace Project, instigated by seven young people in a northern England secondary school. It explores how this different beginning makes visible the relational, place-based approaches involved in collaborative research. We suggest schools could do more to support young people to think, talk and act on issues that concern them, by addressing deep-seated attitudes about childhood, knowledge and learni…
Political science (5 works) · Sociology (5 works) · Pedagogy (4 works) · Public relations (4 works) · Citizen journalism (3 works) · Psychology (3 works) · Action (physics (2 works) · Action research (2 works) · Early Childhood Education and Development (2 works) · Social science (2 works)