Jonathan Hancock

Research Fellow

Biography

Background

Jonathan is a Research Fellow at Moray House School of Education and Sport, University of Edinburgh. His work focuses on research methods and research project coordination in primary, secondary, and higher education, in areas including outdoor learning and sustainability, languages and literacies, and design of learning spaces. His research interests focus on ecological and sensory approaches in education. He has over ten years professional research experience, having previously worked in research and public policy in the Third Sector, and as a teacher for two years in Japan, before rejoining Moray House in 2019.

Jonathan has published on ecological approaches to education and educational research, spatial literacies and identities, initial teacher education, and pupils learning English as an Additional Language (EAL). He is currently working as a Research Fellow on the UKRI-funded project Feeling the Untouchable: Haptic Touch Experiences for Naturalistic Learning, running until 2026. 

Previously, Jonathan worked as an RA on the Sensory Explorations in School Environments (SENSE) project and the Horizon Europe Roadmap to STEAM Education project. He recently worked on the Hybrid Pioneers Initiative, and the Intercultural Approaches to Student Education project. He is a core member of the Race and Inclusivity in Global Education Network (RIGEN), and a member of the Sustainability in Education Research Group (SIERG). Additionally, he worked as a Research Assistant on the University of Edinburgh team for the SCDE Scottish Government Attainment Challenge project, which concluded in 2021.

Jonathan is undertaking a PhD by Research Publication at the University of Edinburgh, with supervisor Dr Heidi Smith. His thesis title is: 'Ecological approaches to education and educational research: Relationality, reciprocity, and resilience.'

Project activity

2024-2026. Postdoctoral Research Fellow. Feeling the Untouchable: Haptic Touch Experiences for Naturalistic Learning. UKRI. Value: £922,000 (Co-I: Prof. Laura Colucci-Gray, Prof. Andrew Manches). https://edin.ac/4frD8DO 

2023-2025. Research Assistant. Developing a STEAM Roadmap for Science Education. Horizon Europe. Value: €1.660.625 (Co-I: Professor Laura Colucci-Gray). https://sense-steam.eu 

2021-2024. Research Assistant. Sensory Explorations of Nature in School Environments (SENSE). EPSRC. Value: £1.000.000 (PI: Prof. Advaith Siddhartan, Co-I: Prof. Laura Colucci-Gray, Prof. Andrew Manches). https://sensescience.org 

2022-2023. Research Assistant. Intercultural Approaches to Student Education. Challenge Investment Project. Value: £10,000. (PI: Dr Yvonne Foley). https://blogs.ed.ac.uk/intercultural-approach-student-ed/

2021-2023. Research Assistant. Hybrid Pioneers. PTAS. Value: £16,879. (PI: Professor Do Coyle). https://blogs.ed.ac.uk/hybrid_pioneers/

2021. Research Assistant. Inspiring Spaces, Inspiring Learning. University of Edinburgh Regional Skills Programme. Value: £10.000. (PI: Professor Do Coyle). Report available here: https://blogs.ed.ac.uk/sharedlearningspaces/research/ 

2021. Research Assistant. STEAM Gardens for employability and well-being. University of Edinburgh Regional Skills Programme. Value: £10.000. (PI: Professor Laura Colucci-Gray) Report available here: https://blogs.ed.ac.uk/steam_gardens/

2019-2021. Research Assistant. Food Activism in the Schoolyard. Project funded by the Scottish Universities Insight Institute.  Value: £18.000.

2018-2021. Research Assistant. SCDE Scottish Attainment Challenge. Scottish Government. Value: £.50.000. Final report available here:  https://bit.ly/3kFJDcK

2016-2018. Research Assistant. Initial Teacher Education and English as an Additional Language. Funded by The Bell Foundation and Unbound Philanthropy. Value: £120,000. (PI: Dr Yvonne Foley).

For further information, see my Edinburgh Research Explorer profile: https://www.research.ed.ac.uk/en/persons/jonathan-hancock/publications/ 

Peer-Reviewed Journal Articles

Hancock, J. and Hancock, A. (2024). School Leaders as Projective Agents: online spaces for heritage languages during Covid-19. Current Issues in Language Planning, 25(5), 531-552. https://doi.org/10.1080/14664208.2024.2309777

Hancock, J., Al-Bishawi, R., and Coyle, D. (2023). Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach. Cambridge Journal of Education. http://dx.doi.org/10.1080/0305764X.2023.2234848

Hancock, J., Gray, D., and Colucci-Gray, L. (2023). A view from the garden: Interrupting the politics of attainment and reorienting education towards sustainable futures. European Educational Research Journal. https://doi.org/10.1177/14749041231189967

Foley, Y., Anderson, C., Hancock, J. and Conteh, J. (2022). Exploring the professional identity and agency of student teachers in multilingual classrooms. Language and Education, 36:2, 106-121. https://doi.org/10.1080/09500782.2021.1991369

Coyle, D., Bower, K., Foley, Y. and Hancock, J. (2021). Teachers as Designers of Learning in Diverse Bilingual Classrooms in England: An ADIBE Case Study. International Journal of Bilingual Education and Bilingualism, 26(9): 1031-1049. https://doi.org/10.1080/13670050.2021.1989373

Hancock, A. and Hancock, J. (2021). On the outside, looking in: learning community languages and Scotland’s 1 + 2 Language Strategy. Current Issues in Language Planning, 22(3): 328-347. https://doi.org/10.1080/14664208.2020.1867415

Botterill, K. and Hancock, J. (2019). Rescaling belonging in Brexit Britain: Spatial identities and practices of Polish nationals in Scotland after the UK Referendum. Population, Space and Place, 25(1). https://doi.org/10.1002/psp.2217

 

Book Chapters

Hancock, J. and Hancock, A. (2024). Teaching and learning community languages in Scotland during the COVID-19 pandemic: Challenges, opportunities and innovations. In K. Cruickshank, J. Lo Bianco, and M. Wahlin (Eds.), Community and Heritage Languages Schools Transforming Education: Research, Challenges, and Teaching Practices (pp. 24-45). London: Routledge. DOI: 10.4324/9781003302704-2

Foley, Y. and Hancock, J. (Accepted/In Press). Qualitative Teacher Research. In C. A. Chappelle (Ed.), Encyclopedia of Applied Linguistics 2nd Edition. Wiley Publishing.

 

Conference Proceedings

Colucci-Gray, L., Hancock, J., & Manches, A. (2024). “If you Really, Really, Want to Know it You Have to Touch it” - Researching the role of touch in children’s science education. In M. Sardag, G. Kaya, & M. Sogut (Eds.), Connecting Science Education with Cultural Heritage: Proceedings of the ESERA 2023 Conference (1st ed., pp. 144-157). European Science Education Research Association.

 

Briefing Papers and Reports 

Hancock, J. with Gray, D., Colucci-Gray, L., & Donald, B. (2023). School Gardens Briefing Paper. Funded by One Seed Forward. https://edin.ac/3ukurJr 

Hybrid Pioneers Team. (2022). Hybrid Pioneers Interim Report. Edinburgh: University of Edinburgh. https://edin.ac/3PvBF3d

Hancock, A., Hancock, J., and Terlecka, M. (2021) The impact on teaching and learning community languages in Scotland during the COVID-19 pandemic. Edinburgh: CERES/University of Edinburgh. ISBN 978-1-5272-9300-7 https://edin.ac/3Q14WDV

Hancock, J., Coyle, D., and Al Bishawi, R. (2021). Inspiring Spaces, Inspiring Learning: Shared Learning Spaces. Regional Skills Pilot Project Report. https://edin.ac/3oP343Q

Coyle, D., Colucci-Gray, L., Al Bishawi, R., and Hancock, J. (2021). Reconceptualising Attainment through shared learning spaces which promote achievement, health and wellbeing. Scottish Government and SCDE Attainment Challenge Project Research Report. https://edin.ac/3QjncGS

Colucci-Gray, L., Gray, D. S., and Hancock, J. (2020). Developing pupil-led garden spaces in primary schools in Scotland. Scottish Government and SCDE Scottish Attainment Challenge project briefing. https://bit.ly/3kBZHct

Foley, Y., Anderson, C., Conteh, J., and Hancock, J. (2018). Initial Teacher Education and English as an Additional Language. Edinburgh: Centre for Education for Racial Equality in Scotland. https://edin.ac/46StbLn  

Arshad, R., Moskal, M., and Hancock, J. (2016). Racial Equality and Scottish School Education: Ensuring today’s young people are tomorrow’s confident citizens. CERES, University of Edinburgh / University of Glasgow joint briefing paper. https://bit.ly/3ikT0LR

Conference Papers and Presentations

Darling-McQuistan, K., Hancock, J., Colucci-Gray, L. (2024). Between designing and making: Articulating response-ability in teacher professional learning and development. Scottish Educational Research Association (SERA) Conference, Dundee, UK, 28th November 2024.

Hancock, J. (2024). Researching Learning Ecologies across educational environments: Relationality, reciprocity, and resilience. British Educational Research Association (BERA) Conference, Manchester, UK, 11th September 2024.

Hancock, J., Manches, A., Colucci-Gray, L. (2024). Touch in Learning: An embodied approach to understanding and evaluating the role of touch in science education. First International Conference on Embodied Education, Copenhagen, Denmark, 16th May 2024.

Hancock, J., Colucci-Gray, L., Islam, R., Sharma, N., Manches, A., Bowes, L., Lakeman-Fraser, P., Moizer, S., Newman, J., Reuger, S., Siddharthan, A. (2024). Seeing with hands and touching with eyes: recovering sensorial attention to nature in primary schools. First International Conference on Embodied Education, Copenhagen, Denmark, 16th May 2024.

Hancock, J. (2024). Exploring Learning Ecologies across Educational Environments: Relationality, reciprocity, and resilience. Interweaving Conference, University of Edinburgh, 22nd March 2024.

Hancock, J., Colucci-Gray, L., and Manches, A. (2023). Investigating sustainability education through primary school children’s natural and digital haptic touch explorations. Scottish Educational Research Association (SERA) Conference, Edinburgh, Scotland, 23rd November 2023. 

Colucci-Gray, L., Hancock, J., and Manches, A. (2023). “If you really, really want to know it you have to touch it” – Researching the Role of Touch in Children’s Science Education. ESERA (European Science Education Research Association) Conference, Cappadocia, Turkey, 29th August 2023.

Coyle, D., Hancock, J., Smith, H., De Vigne, J., & Miranda, J. J. (2023). Propositions for a ‘Hybrid’ Future: Interdisciplinary Autoethnographic Research on Inclusive and Innovative Learning Spaces in Higher Education. Learning & Teaching Conference, University of Edinburgh, Online, 28th June 2023. https://edin.ac/3FkHa0y

Coyle, D., Hancock, J., Craig, M., Smith, H., Timmons, W., & Rikic, H. (2022). One Size Does Not Fit All: Rethinking hybridity as accessible, agile, and inspirational learning and teaching spaces. Learning & Teaching Conference, University of Edinburgh, Online, 15th July 2022. https://edin.ac/3D1vErg

Colucci-Gray, L., Gray, D. S., Hancock, J. (2021). Closing the Gap? Reconceptualising the politics of attainment and wellbeing through garden activism. ECER Conference, Online, 7th September 2021.

Colucci-Gray, L., Cassidy, C., Gray, D. S., Darling McQuistan, K., Day, S., Donald, B., Leask, K., Hancock, J. (2021). What place for food activism with the current educational system? BERA Conference, Online, 13th September 2021.

Botterill, K. and Hancock, J. (2017). Negotiating ‘Brexit Britain’: Coping strategies of Polish nationals in Scotland after the UK Referendum on EU membership. Royal Geographical Society Annual International Conference, London, 1st September 2017.

Foley, Y., Anderson, C., Conteh, J. and Hancock, J. (2017). Initial Teacher Education and English as an Additional Language. Symposium: Language, Literacies and Diverse Classrooms, University of Edinburgh. 31st March 2017. https://bit.ly/32ZpQtK

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