Profile
My professional background is in Further and Higher Education, as a teacher in post-compulsory settings, and as a researcher of issues relevant to teaching and learning, widening participation and access to university.
Research interests
Suburban studies, Essex, identity, council housing and estates, place and belonging, suburban migration, class.
PhD
Home, migration and belonging on a suburban estate (a CASE project with Eastside Community Heritage)
My research focuses on layered histories and experiences of home, migration and belonging through an in-depth study of the Harold Hill estate in Havering. It is based within a collaboration between QMUL and Eastside Community Heritage, and also affiliated to The Geffrye Museum of the Home via the Centre for Studies of Home.
The research seeks to engage with the experiences of home and migration in relation to the comparatively understudied suburbs, notably the interplay between historical internal migration from the inner-city from the late 1950s with newer migration patterns over the last 20 years. It will also explore the impact of these overlapping migratory patterns on home and belonging on the housing estate and within the wider suburban landscape.
Academic background
- BA (Hons) Media & Cultural Studies - Canterbury Christ Church University
- MA Culture, Globalisation & City (Sociology)- Goldsmiths (beneficiary of Kirsty MacColl scholarship)
- Dissertation title: 'London sprawling; the effects of the Thames Gateway plans on an Essex community.'
- Dissertation title: ‘Hidden Nightlife Geographies of UKG and Suburban Youth.’
- PGCE Post-Compulsory Education - UCL (Institute of Education)
- MRes Geography - QMUL
Funding
- 1+3 ESRC Studentship (part-time)
Publications
Hunter, J., Hewings, S. & Suddards, A. (2018) White working-class boys: The challenges of translating widening participation policy into practice. Widening Participation & Lifelong Learning (20) 3.
Luckin, R., Clark, W., Avramides, K., Hunter, J. & Oliver, M. (2016) Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method. Interactive Learning Environments.
Luckin, R., Hansen, C., Wasson, B., Clark, W., Avramides, K., Hunter, J. & Oliver, M. (2015) Teacher Inquiry into Students’ Learning: Researching Pedagogical Innovations. In Reiman, P. et al (eds) (2015) Measuring and Visualizing Learning in the Information-Rich Classroom. Routledge: London.
Hunter, J., Avramides, K., Gray, B. & Rosch, J., (2015) Talking in Class: School-based approaches to enhance the impact of teacher inquiry across an organization. eLearning Papers (No.44). Oct 7 2015.
Avramides, K., Hunter, J., Oliver, M. and Luckin, R. (2015), A method for teacher inquiry in cross-curricular projects: Lessons from a case study. British Journal of Educational Technology, 46: 249– 264.
Oliver, M; Domingo, M; Hunter, J; Pan, L; Gourlay, L; (2014) Pre-tertiary engagement with online learning : Exploring uses of online learning environments and digital technology for progression into and through Higher Education. Institute of Education, University of London: London.
Dissemination
Conferences
‘White working class boys’- the issue of categorisation in HE widening participation’, paper at OFFA & Sheffield Hallam conference ‘Widening participation research: new findings from the sector’, September 2017.
‘How can we facilitate learning? Teachers’ learning through Action Research’ presentation of research project findings at Council of International Schools Conference, London, January 2013.
‘Supporting teachers to use technology for the purposes of formative assessment’, presentation at London Knowledge Lab (UCL Institute of Education) conference ‘What the research says: The potential and impact of TEL on teaching and learning’, London, September 2014.
April 2018- Guest blog post for the Essex Records Office ' Views from the You Are Hear listening benches', http://www.essexrecordofficeblog.co.uk/tag/geography/
