Dr Patricia Shaw

Dr Tricia Shaw

Director of Graduate Research

Faculty and Department

  • Faculty of Arts Cultures and Education
  • School of Education

Qualifications

  • BA (University of Southampton)
  • MA (York St John University)
  • PhD (University of Southampton)

Summary

Tricia is senior lecturer in Education Studies. She is currently the Director of Graduate Research for the School of Education. Prior to this role, she was the Head of Subject for Education and inclusion. She has been the programme lead for several programmes including Education Studies, Social Inclusion and Special Needs, and Early Childhood Education and Care (Top up).

Tricia is currently a CI on 'Engaging young people in the circular plastics economy', University of Hull, using participatory tools to place 7 to 16-year olds centre-stage in addressing the problem of single-use plastics disposal in the environment.

Tricia joined the University of Hull in 2010, after more than 20 years working as a primary school teacher across the UK. In her latter years, she undertook the critical role of SENCO, ensuring that children with special educational needs and disabilities (SEND) received the support they needed, experienced an inclusive education and achieved highly.

Tricia's doctoral study related to illuminating young children's perceived notions of inclusion in pedagogical activities in the Reception class

Undergraduate

Undergraduate

- Ethical Dilemmas and the Moral Maze - level 4

- Advocacy and Voice - level 6

- Leadership, Management and Team working in the Children's Workforce - level 6

- Dissertation - level 6

Postgraduate

- Inclusive and Special Education Debates, Theories and Implications for Practice

Recent outputs

View more outputs

Journal Article

Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children's voices about inclusion in education

Shaw, P. A. (in press). Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education. International Journal of Research and Method in Education, 1-15. https://doi.org/10.1080/1743727x.2020.1755248

'We are the same as everyone else just with a different and unique backstory': Identity, belonging and 'othering' within education for young people who are 'looked after'

Jones, L., Dean, C., Dunhill, A., Hope, M. A., & Shaw, P. (2020). ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’. Children & society, 34(6), 492-506. https://doi.org/10.1111/chso.12382

Engaging with young children's voices: implications for practitioners' pedagogical practice

Shaw, P. A. (2019). Engaging with young children’s voices: implications for practitioners’ pedagogical practice. Education 3-13, 49(7), 806-818. https://doi.org/10.1080/03004279.2019.1622496

Illuminating young children's perceived notions of inclusion in pedagogical activities

Shaw, P. A., Messiou, K., & Voutsina, C. (in press). Illuminating young children’s perceived notions of inclusion in pedagogical activities. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2018.1563642

Exploring inclusive practices in primary schools : focusing on children’s voices

Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

Research interests

Tricia's research interests broadly focus on:

Engaging with voices of children and young people

Inclusion of young children

Participatory research methodologies

Outdoor learning

Environmental sustainability in education

Postgraduate supervision

Tricia welcomes applications in the areas of

- Inclusion

- Participative research

- Engaging with the voices of children and young people

- Outdoor learning

- Experiences of children and young people with SEND