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Dr Elizabeth Hoult

Lecturer in Psychosocial Studies

BA Hons (Newcastle-upon-Tyne) PGCE (Durham) MA (London) PhD (Kent)

Profile

Academic background

  • Dr Elizabeth Hoult is based in the Department of Psychosocial Studies at Birkbeck. She is programme director for the MSc in Education, Power and Social Change. She has spent her career working in education and her core research interest is in the development of educational resilience – how and why some individuals and communities are able to resist apparently overwhelming disadvantage and marginalisation and instead succeed and thrive as learners.  Her work draws on the epistemologies and methodologies of Education and English Literature  in order to develop plural and deep understandings of resilience and transformational learning experiences. Her 2012 book ‘Adult Learning and La Recherche Féminine: Reading Resilience and Hélène Cixous’ (Palgrave Macmillan) explores the experiences of particularly resilient adult learners in higher education through a lens informed by the writing of Hélène Cixous. Her PhD, on the same theme, was awarded the British Educational Research Association’s 2010 prize for the best doctoral thesis. She was awarded a National Teaching Fellowship in 2004 in recognition of her work with adult learners in higher education.

Research and Teaching

Introduction

  • The key question that drives my research is why is it that some people are able to defy the forces of inequality and marginalisation in order to succeed in educational terms.   This key interest has underpinned both my professional and my academic careers and the various roles I have played in education – learner, school teacher, teacher educator (initial education and CPD), leader of knowledge exchange in a new university, co-leader of a very large inter-university project, and my current post of lecturer at Birkbeck.
  • In 2004 I was awarded a National Teaching Fellowship in recognition of my work with adult learners, many of them teachers in the compulsory education sector, in higher education.  It gave me the freedom to use my £50,000 award to investigate how resilience is performed, where it resides and how it may be transferred.
  • I am interested in how communities as well as individuals develop resilience and resist powerful accounts of themselves. Between 2006 and 2011 I jointly co-ordinated the substantial and very complex a £3m HEFCE-funded South East Coastal Communities (SECC) project across nine universities in the south east of England between 2007 and 2011.

Research interests

  • The performance and development of resilience in learners who lack capital have suffered extraordinary setbacks or hardships and/or who will not comply with academic conventions and expectations.
  • The educational experiences of looked after and previously looked after children.
  • The possibilities and limitations of co-produced methodologies for work with 'hard to reach' communities, for example, prisoners
  • Understanding of the contribution that poetic writing makes to empirical social research.
  • Application of literature and literary theory to social research.

Teaching

Publications

Books and Chapters

  • Hoult, E.C. (2012) Adult Learning and La Recherche Féminine: Reading Resilience and Hélène Cixous New York: Palgrave Macmillan
  • Hoult, E.C. (2018, in press) ‘The possibilities and limitiations of co-producing research with participants in a prison’ in Co-Producing Research (Banks, S., Hart, A., Pahl, K. and Ward, P., eds.), Bristol: The Policy Press
  • Hoult, E.C. (2015) ‘Re-thinking Vulnerability and Resilience through a Psychosocial Reading of Shakespeare’, pp. 105-125, in Frosh. S. (ed., with introduction by Judith Butler) Psychosocial Imaginaries: Perspectives on Temporality, Subjectivities and Activism, London and New York: Palgrave Macmillan
  • Hoult, E.C. (2011) ‘With Love and Anger’, pp. 9-12 in Brown, T. (ed.) Ten Years of National Teaching Fellowships: four stories from education, Bristol: ESCalate/HEA
  • Skinner, P.T. and Hoult, E. (2010) ‘The use of drama as a research informed teaching strategy’‚ pp. 13-15, Graham-Matheson, L. (ed.) Research Informed Teaching: exploring the concept, Canterbury: Canterbury Christ Church University
  • Hoult, E., (2009) ‘Exploring Resilience’, pp.18-22, Brown, T. (ed.) The Doctorate: stories of knowing, power and becoming, Bristol: ESCalate/HEA
  • Hoult, E.C. (2006) Learning Support: A Guide for Mature Students, London, Thousand Oaks and New Dehli: Sage Publications
  • Hoult, E. (2004) Understanding and Implementing Policy: a guide for subject leaders in schools, London: Optimus Publishing

Journal articles

  • Hoult, E.C., (2018).  ‘The Social Uses of the Alien: An Account of a Science Fiction Film Project in a UK Men's Prison’  Foundation: The International Review of Science Fiction, Vol. 47.1, number 129, 2018, pp.51-63
  • Bainbridge, A,  Gaitanidis, A. and Hoult, E. C. (2017) ‘When learning becomes a fetish: the pledge, turn and prestige of magic tricks in higher education teaching and learning policy’,  in Pedagogy, Culture and Society, first published online Pages 1-17 | Published online: 16 Nov 2017
  • https://doi.org/10.1080/14681366.2017.1403950
  • Hoult, E.C. (2016). 'A Place Free From Compromise: Literary Studies and Resilient Learning' in The Use of English (Autumn, 2016), vol 68, number 1) pp. 49-55
  • Hoult, E.C. (2012) ‘Recognizing and Escaping the Sham: Authority Moves, Truth Claims and the Fiction of Academic Writing about Adult Learning’, Interactions: UCLA Journal of Education and Information Studies, 8(2), Article.gseis_interactions_807. ISSN: 1548-3320
  • ‘Using Literary Texts and Literary Theory in Educational Research’, (2012) Theories of Research Series, British Educational Research Association On-line Resources
  • Hoult, E.C. (2011) ‘. . . And: The Winter’s Tale and Resilient Learners’, Critical Survey, vol. 23, number 2, pp.91-105, ISSN: 0011-1590
  • Pratt, J. Ashenden, S., Hoult, E.C. and Matthews, S. (2011) ‘Collaboration between Universities: an effective way of sustaining community-university partnerships’, Gateways: International Journal of Community Research-Engagement, pp.119-135, vol.4, ISSN: 1836 3393
  • Hoult, E.C., (2010) ‘The search for an authentic methodology in an interdisciplinary study into resilient adult learning’, in Research Intelligence, pp.22-23, autumn 2010, issue 113
  • Hoult, E. and Ashenden, S. (July, 2009) ‘Viewpoint’ in Methods News, ESRC, http://eprintsnrm.ac.uk/Newsletter-July/2009.pdf
  • Manathunga, C., Clifford Green, W., Kandbinder, P., Holmes, T., Hoult, E. C., Jones, A., McShane, K., Peseta, T., Ruthbun, R., Sutherland, K., Weston, C., Wilcox, S. and Wuetherick, B., (2008) ‘Dancing in the Desert: A CAD festival of ideas’ Higher Education Research and Development Society of Australasia Newsletter, September,  2008, pp. 25-25, http://www:Herdsa.org.au/wp-conent/uploads/herdsanews-30-2-september-2008.pdf
  • Hoult, E. (2007) ‘Older Learners in Higher Education’, Academy Exchange, 6 (Summer, 2007), p.41, ISSN: 1748-53333
  • Lynch, K., Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Volpe, G. (2006) ‘Transitions into Higher Education: Processes, Outcomes and Collaborations’, Proceedings of the Association of Tertiary Learning Advisors Aotearoa/ New Zealand (ATLAANZ), Supporting Learning in the 21st Century. Dunedin, NZ: Higher Education Development Centre (HEDC), University of Otago/ ATLAANZ,  pp. 32-46, ISBN-10: 0-473-11610-3, ISBN-13: 978-0-473-11610-1
  • Hoult, E. (2002) ‘Learning to Lead: the implications of the Standards for Subject Leaders in England’,  Journal of In-Service Education: an international journal of professional development, Volume 28, number 3 (pp. 475-493)

Conference Papers and other scholarly writing

  • Hoult, E.C (2017). Reading for resilience in a prison community: an investigation into the transferability of open reading techniques to the way that personal futures are imagined by offenders: Research Summary for Her Majesty’s Prison and Probation Service
  • Imagining the alien: the possibilities for hopeful understandings of the other through science fiction in a prison education project, Society for the Study of Philosophy and Literature in Education, British Academy, May, 20th, 2016, British Academy
  • Writing as Pedagogic Knowledge, Pedagogic Criticism Workshop, 13th May, 2016, Senate House,University of London
  • Utopian Futures and Outer Space: an example of arts-based methodology in research in a prison at Storming the Citadels: Changing Attitudes and Frameworks to arts practices and research in community contexts, July 25th, 2015, Birkbeck, University of London
  • Reading for Resilience with adult, male prisoners, lecture to Brighton Resilience Forum, University of Brighton, 11th March, 2015
  • Methodological Implications of Co-Production methods in a prison research, Hepworth Museum, Wakefield, (launch of cultural strand of Imagine Project, with University of Sheffield), March 2014
  • Hoult, E. C. (July, 2010) Reading through Bourdieu and Cixous to recognize and escape the sham of academic writing, keynote address, International Conference on English Language Teaching, Government Women's ‚College, Thiruvananthaparuram, Kerala, South India
  • Hoult, E.C. (June, 2010) ‘Post-structuralist approaches to educational research’ Bishop Grosseteste University College
  • Hoult, E.C., (March, 2010) Recognizing the sham: authority moves, truth claims and the fiction of academic writing, keynote address at the European Society for Research on Education of Adults Conference, Vaxjo, Sweden
  • Hoult, E.C., (February, 2010) Reading the Miracle of Resilient Adult Learning‚ Keynote address at Cantarnet Conference, Canterbury, UK
  • Hoult, E. (January, 2010) ‘Reading the ‘Miracle’ of Transformational Adult Learning’, lecture delivered to the Faculty of Education and the Institute of English Studies, University of Kerala, Thiruvananthapuram, Kerala, India
  • Hoult, E., (December, 2006) ‘Resilient Learners in Higher Education’, lecture delivered to staff in the Centre for Excellence in Teaching and Learning in Higher Education, Northumbria University

Selected Conference Papers

  • Hoult, E.C, (August, 2016) ‘Teaching for return: the limitations and possibilities of transformational learning in a science fiction project in a men’s prison’, European Society for the Study of English, National University of Ireland, Galway, Ireland
  • Hoult, E.C. and Sama, A. (July, 2012) ‘The Gift-Giving University and its Pedagogy’, International Society for Third Sector Conference, Siena, Italy
  • Hoult, E.C. (June, 2010) ‘The miraculous opening of the angelic?’, Angels and Demons Conference, Canterbury Christ Church University, UK
  • Hoult, E. (December, 2009) ‘Naked Writing in the Academy,’ Dress and Undress, British Sociological Association, Auto/biographical Study Group Conference, London, UK
  • Hoult, E. and Marsh, I (December, 2009) ‘The Feminine University: exploring the possibilities of radically re-thinking higher education within a Cixousian framework,’ SRHE Conference, 2009, Newport, UK
  • Hoult, E. and Hart, A. (June, 2009) ‘The South-East Coastal Communities Programme’, Engage Conference, Dublin, Ireland
  • Hoult, E., (August, 2008) ‘Reading and trust in managed learning systems’, The European Society for the Study of English, Aarhus, Denmark
  • Hoult, E. and Skinner, P.T. (July, 2008) ‘The symbiotic self: the identity roles of learner and teacher in Willy Russell’s ‘Educating Rita’ and David Mamet’s ‘Oleanna’, Teacher: Image, Icon and Identity, Glasgow, UK
  • Hoult, E. (2007) Deconstructing Rita: literary theory as a transformative tool in educational research. In: Discourse Power Resistance Conference: Talking Truth to Power, 25-27 Mar 2007, Manchester, UK
  • Hoult, E., Bryan, H., Goouch, K. and Revell, L. (2006) A room of one’s own? How the new academics in the expanding Higher Education sector are transforming the understanding of what it means to be a university teacher. In: International Society For The Scholarship Of Teaching & Learning 3rd Annual Conference: Making a Greater Difference: Connecting to Transformational Agendas, 9-12 Nov 2006, Washington DC, USA
  • Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Volpe, G. (2006) Age and learning: an exploration of the ways in which the changing age profile of learners and teachers in higher education is changing pedagogy. In: Higher Education Academy Annual Conference, 3-5 Jul 2006, Nottingham, UK
  • ‘Using Literary Texts and Literary Theory in Educational Research’, (in press, 2012). Theories of Research Series, British Educational Research Association
  • Hoult, E.C. (2011). ‘With Love and Anger’, pp. 9-12 in Brown, T. (ed.) Ten Years of National Teaching Fellowships: four stories from education, Bristol: ESCalate/HEA
  • Hoult, E., (2009). ‘Exploring Resilience’, pp.18-22, in Brown, T. (ed.) The Doctorate: stories of knowing, power and becoming, Bristol: ESCalate/HEA
  • Hoult, E.C., (2010). ‘The search for an authentic methodology in an interdisciplinary study into resilient adult learning’, in Research Intelligence, pp.22-23, autumn 2010, issue 113
  • Hoult, E. and Ashenden, S. (July 2009). ‘Viewpoint’ in Methods News, ESRC
  • Hoult, E. (2007). ‘Older Learners in Higher Education’, Academy Exchange, 6 (Summer, 2007), p.41, ISSN: 1748-53333

Honours and awards

  • National Teaching Fellowship, 2004, awarded by the Higher Education Academy
  • British Education Research Association Award for the Best Doctoral Dissertation, 2010

Contact details

Room 510, 30 Russell Square
Department of Psychosocial Studies
Birkbeck, University of London
London WC1B 5DT

Tel: +44 (0)20 7631 6078
Email: e.hoult@bbk.ac.uk