Dr Charlotte Hardacre

My profile

Biography

I am an interdisciplinary researcher with a focus on learning disability, family support, and research culture. I completed my PhD at Lancaster University, where I explored the role of authenticity in family learning practices. Now, based in the Faculty of Health and Education, I work on two research projects.

First, Our Digital Health, an NIHR-funded study aimed at improving health outcomes for adults with learning disabilities. This project focuses on developing an accessible, psychometrically valid survey of digital health participation. In collaboration with a national team that includes four universities and four community partner organisations—each represented by a co-researcher who is an adult with learning disabilities—we employ a range of research methods. These include focus groups, surveys, digital diaries, and co-creation workshops, all aimed at understanding how people with learning disabilities engage with online health services.

I also work on the Pipeworks project, an interdisciplinary initiative led by Professor Karen Salt. This project uses creative and participatory methods to examine and reimagine the institutional processes—such as contracts, governance, and payments—that support research collaborations. The goal is to create a more equitable and sustainable research environment by developing innovations to enhance the systems that underpin collaborative research.

I am a member of the Learning Disabilities and Autism research cluster, the Youth and Community research cluster and the Institute for Children’s Futures.

I also maintain a role in practice, working as a Family Support Practitioner at a Residential Family Assessment Centre, where I apply my research to support families navigating care proceedings. I am also an external examiner for the MA Childhood Studies at the University of Suffolk and the BA (Hons) Children and Childhood degree at Teesside University.

Research outputs

Book Chapters

Hardacre, C, and Kinkead-Clark, Z. (2024) ‘Challenging Epistemic Exclusion: Creating a space for understanding Caribbean Family literacy practices’, In Prins, E. S. and Zholdoshalieva, R. (eds.) Family and intergenerational literacy and learning: International perspectives. Bonn: UNESCO (upcoming)

Hardacre, C. Stuart, K. Shay, M. and Kinkead-Clark, Z. (2021) ‘Socially Just, Authentic Research with Families’, In Hugman, C. and Quaid, S. eds.) Negotiating Families and Personal Lives in the 21st century: Exploring Diversity Social Change and InequalitiesLondon: Routledge. 

Kinkead-Clark, Z. and Hardacre, C. (2018) ‘Using cross-cultural conversations to contextualize understandings of play: a multinational study’, In Nicholson, J. M. and Wisneski, D. B. (eds.) Reconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity. London: Routledge.

Hardacre, C. and Stuart K. (2017) ‘An Authentic Approach to Family Learning’ in Stuart, K. and Maynard, L. (eds.) Promoting Young People’s Wellbeing through Empowerment and Agency. London: Routledge.

Peer Reviewed Journal Articles

Anderson, S. and Hardacre, C. (2024) Exploring young people’s beliefs and attitudes towards intimate peer relationships: Implications for effective youth work and education. Social Publishers Foundation. Available at: https://bit.ly/4ecZsQF [Accessed 22 October 2024].

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, 44(5), pp. 85-102..

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, 44(4), pp.6-20.

Kinkead-Clark, Z. and Hardacre, C. (2017) Using cross-cultural conversations to contextualize understandings of play: a multinational study, Early Child Development and Care. 187(5-6), pp. 935-945.

Conference Presentations

Hardacre, C. (2024) The Role of Consent, Direction and Trauma in Transformative Approaches to Family Learning, International Transformative Learning Conference, International Transformative Learning Association, 11-13 September, University of Sienna, Sienna.

Wilbraham, S. and Hardacre, C. (2024) The disorienting dilemmas of wellbeing in higher education: An educator’s perspective, International Transformative Learning Conference, International Transformative Learning Association, 11-13 September, University of Sienna, Sienna.

Kinkead-Clark, Z and Hardacre C. (2024) Family and Intergenerational Learning and Literacy: International Perspectives from Argentina, Egypt, Jamaica and Turkey, Comparative and International Education Society, 10-14 March, Hyatt Regency, Miami.

Hardacre C. and Hills-Wilson, C. (2023) The HOME Study: A story of using music, video, and drama to create shared knowledge that helps improve housing for people with learning disabilities, Creative Research Methods Conference, 12-13 September, The Studio, Manchester.

Walker, E., Corlett, H., Hardacre, C., Soulsby, E., Frank, K., Ling, J., Azevedo, L. and Christie-de Jong, Floor (2023) An interactive film to improve wellbeing in young people at school settings in the North of England. In: Society for Social Medicine and Population Health Annual Scientific Meeting, 8 September, Newcastle University, Newcastle, UK.

Walker, E., Corlett, H., Ling, J., Azevedo, L., Arnott, B., Hardacre, C., Soulsby, E., Franks, K. and Christie-de Jong, F. (2022) Assessing the feasibility and acceptability of an interactive film-based intervention on resilience, mental wellbeing and help-seeking attitudes in young people (aged 14-18) at school settings in North Cumbria and the North East of England: preliminary findings of a mixed-methods cluster randomised controlled feasibility trial, NIHR Inequalities and Prevention National Symposium, York, 16 – 17 November.

Hardacre, C. (2020) Supportive power: The role of family learning in developing home learning cultures, British Early Childhood Educational Research Association Annual Conference, BECERA, Midlands Arts Centre, Birmingham, 10th February.

Hardacre, C. and Kinkead-Clark, Z. (2019) Framing, Saming and Shaming: Unpacking the mechanisms shaping perceptions of quality in early childhood education research and practice, European Early Childhood Education Research Association Annual Conference. EECERA, Aristotle University of Thessaloniki, Thessaloniki, 21st – 23rd August.

Stuart, K. and Hardacre, C. (2018) Designing and Delivering Socially Just and Authentic Research Projects. Action Research Network of the Americas, ARNA, University of California, San Diego, 28th - 30th June.

Hardacre, C. and Kinkead-Clark, Z. (2018) A cross cultural conversation on working with families in Jamaica and England. European Early Childhood Education Research Association Annual Conference. EECERA, Budapest University of Technology and Economics, Hungary, 29th - 31st August. 

Hardacre, C. (2018) Using authentic family learning principles to develop parental involvement in early childhood education. European Early Childhood Education Research Association Annual Conference. EECERA, Budapest University of Technology and Economics, Hungary, 29th - 31st August.