Centre for Excellence in Learning and Teaching (CELT)
Livesey House, LH211
+44 (0) 1772 89 3799
Subject Areas: Education
Candice has taught in Further and Higher Education since 1992, predominantly as a lecturer in English and Linguistics. She has carried out research in a variety of educational settings, and has several recent and forthcoming publications in the areas of education and literacy studies.
Before coming to UCLan in 2013, Candice worked as a Senior Researcher at Lancaster University. Her research has included projects in a range of educational settings, including schools, Further Education Colleges, and universities. She has also carried out research with people who are homeless, looking at how education can provide routes into work, and how people who are homeless use literacy in their often turbulent lives. Candice is currently leading a large AHRC-funded project Stories to Connect With: disadvantaged children creating ‘phygital’ community artefacts to share their life-narratives of resilience and transformation (2015-2017).
Candice's research with children and young people has included researching children’s concepts of punctuation, and also their understanding of climate change both in school and out of school. She is particularly interested in the use of innovative research methods for investigating people's perspectives.
Since being at UCLan, Candice has collaborated with colleagues in health and social work to investigate children's concepts of pain, and disadvantaged children sharing narratives about their lives.
PhD Literacy in Education, Manchester Metropolitan University, 1998
PGCE Bolton Institute of HE, 1991
BA (Hons) English, Lancaster University, 1983
Satchwell, C., Barton, D., Hamilton, M. (forthcoming 2013) ‘Crossing boundaries: digital and non-digital literacy practices in formal and informal contexts in further and higher education’ in Goodfellow, R. and Lea, M. (eds) Literacy in the Digital University, Routledge.
Satchwell, C. (2013) ‘“Carbon literacy practices”: textual footprints between school and home in children’s construction of knowledge about climate change’, Local Environment: The International Journal of Justice and Sustainability, Vol.18, Issue 3, pp. 289-304.
Satchwell, C. and Smith, J. (2010) ‘“A shared endeavour?” The experiences of Further Education practitioners and Higher Education researchers on a collaborative research project’ in Studies in the Education of Adults, Vol.42.
Satchwell, C. and Ivanic, R. (2010) 'Reading and writing the self as a college student: Fluidity and ambivalence across contexts', chapter in K. Ecclestone, G. Biesta and M. Hughes (eds.) Lost in transition? Change and becoming through the lifecourse, London: Routledge Falmer.
Candice has been involved in a variety of research projects, focusing on the reading and writing of different groups in various educational settings and informal everyday life. She has researched the literacy practices of children in primary schools, people who are homeless, and students in further and higher education.
Most recently Candice has collaborated with colleagues in health and social work to investigate children's concepts of pain, and children telling stories about their lives.
Principal Investigator on AHRC-funded project: Stories to Connect With: disadvantaged children creating ‘phygital’ community artefacts to share their life-narratives of resilience and transformation (2015-2017) www.stories2connect.org
Candice is course leader for the taught Masters in Education (MEd), and the Professional Doctorate in Education (EdD). She supervises Masters projects and Doctorates on a range of topics within education.