Candice Satchwell

Dr. Candice Satchwell

Reader in Education and Literacies

Centre for Excellence in Learning and Teaching (CELT)

Media Factory, ME409

+44 (0) 1772 89 3799

Subject Areas: Education

Candice has carried out a wide range of research projects in a variety of educational and informal settings, examining uses of literacies in life. Her current research uses a participatory approach with disadvantaged children and young people, employing narrative, fiction and arts-based methodologies to tell stories that reflect the realities of their lives.

Candice is Course Leader for the Doctorate in Education, teaches postgraduates, and supervises doctorates relating to Education, children’s and young people’s lives, and literacies.

Candice is an External Examiner at Staffordshire University.

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Candice has taught in Further and Higher Education since 1992, predominantly as a lecturer in English and Linguistics. Before coming to UCLan in 2013, Candice worked as a Senior Researcher at Lancaster University. Her research has included projects in a range of settings, including schools, Further Education Colleges, community groups, and universities. 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 (2015-2018). 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 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 Co-Director of the Centre for Children and Young People’s Participation at UCLan, and collaborates with colleagues in health, social work, linguistics and literature to investigate children's perspectives. She is particularly interested in using innovative research methods, including the uses of fiction and creative writing to work with disadvantaged children and young people sharing narratives about their lives.


  • National Teaching Fellow - awarded 2016.
  • PhD Literacy in Education, Manchester Metropolitan University 1998.
  • PGCE Bolton Institute of HE 1992.
  • BA (Hons) English, Lancaster University.


  • Associate member of Lancaster Literacy Research Group.
  • Fellow of the Royal Society for encouragement of the Arts.
  • Member of UK Literacy Association, and Digital Literacies in Education SIG.
  • Member of Society for Research in Higher Education.

Teaching Activities and Responsibilities

  • Course Leader for Doctorate in Education.
  • PhD and EdD supervisor for a range of topics relating to education, children and young people’s lives and perspectives, social practices relating to climate change, literacies in and out of education.


  • Principal Investigator: Stories to Connect (AHRC funded) 2015-2018
  • Principal Investigator: Rewriting the Future (HEFCE funded) 2018-2019

Research Activities

Candice is a qualitative researcher with research interests in children’s and young people’s perspectives; literacies in and out of education; understandings of climate change; disadvantaged children’s and young people’s life narratives.


  • Using phygital artefacts to connect through stories in the community’, Digital Literacies in Education Symposium at UKLA International Conference (Glasgow June 30-July 2). Language, Literacy and Class: Connections and Contradictions
  • ‘Telling stories through phygital artefacts: the place of the visual in communicating young people’s narratives’. Valuing the Visual in Literacy Research, Sheffield University, July 2017.
  • ‘Stories to Connect: a community-university participatory project initiated by young people to tell their stories’. Vancouver, Canada. C2UExpo May 2017.
  • ‘Literary pathways in the co-creation and re-presentation of stories by, with and for disadvantaged young people’. 2-3 March 2017, Norwich, UK. LitCom1: Conference on Literature and Communities.
  • ‘Stories to connect with. The use of narrative methodology with disadvantaged children and young people in a community-based participatory research project.’ Narrative Matters International Conference 21-23 June 2016, Victoria, Canada: How Narrative Research transforms peoples and communities.
  • ‘Literacies for bringing marginalised voices into the centre of the community.’ UK Literacy Association International Conference 8-10 July 2016, Bristol, UK: Literacy, Equality and Diversity: Bringing voices together.


  • ‘Dilemmas in collaborative research’, invited presentation at UK Network for Participatory Researchers, Manchester University, 20 October 2015.
  • ‘“Have you done a risk assessment?” Bringing collaborative research into the university’. Connected Communities Conference, University of East Anglia, July 2015.
  • ‘‘We can’t hardly write yet; how are we supposed to do all that?’ Methods for understanding children’s perspectives on issues crucial to their education both in and out of school.’ A Child’s World Conference, Aberystwyth University, June 2014.
  • ‘Children and young people in dialogue with researchers to create connections in the community and the classroom’, Freire Conference, UCLan, May 2014.
  • ‘The role of theory in educational research’, TLRP/BERA Research Training workshop, Manchester University, 6 Sept 2010.
  • ‘Carbon literacy practices: textual footprints between school and home in children’s understanding of climate change’, Lancaster University, 26 Jan 2010.
  • ‘Recruiting non-standard students’, Admissions Tutors Networking Day, Higher Education Academy, London, 20 November 2009.
  • ‘Literacies for Learning in Further Education’, Lewisham College Staff Development Day, 5 January 2009.


  • ‘Learning on the Language-Literature border’, English Subject Centre event, UCLan, 1 May 2008.
  • ‘Here I am again …’, Higher Education Academy HE in FE conference (ESCalate), Stirling University, 29-30 April 2008.
  • ‘Working and learning with people who are homeless’, NRDC conference: A question of belonging? Engaging the most disadvantaged groups in learning, Institute of Education, London, 21 Jan 2008.
  • ‘Research in education: making the most of research in your practice’. Invited lecture at Manchester Metropolitan University, 10 May 2007.  
  • ‘Multi-modal methods for eliciting information about literacies in different domains of students’ lives’, British/Irish Association of Applied Linguistics Conference, Cork University, September 2006.
  • ‘The creation of third spaces on courses in Further Education’, Cutting Edges: Classrooms, People and Cultures, Canterbury Christ Church University, 23 June 2006.


Satchwell, C. (2018) Collaborative writing with young people with disabilities: raising new questions of authorship and agency. Literacy.

Satchwell, C. and Davidge, G. (2018) The mismeasure of a young man: an alternative reading of autism through a co-constructed fictional story, Qualitative Research in Psychology.

Satchwell, C. (2016) ‘Agents of change? Creating meaningful opportunities for children to engage with climate change education’, in Winograd, K. (ed) Environmental Education in Times of Crisis: Children as Agents of Change in Nature and in Community, New York: Routledge.

Satchwell, C., Barton, D., Hamilton, M. (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. London: Routledge (SRHE).

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