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26. Co-creating networks of hope in an interdisciplinary degree for mature students

  • Catherine Bates (author)
  • Tracy Campbell (author)
  • Colin Webb (author)
  • Lucy Yeboa (author)
Chapter of: Stories of Hope: Reimagining Education(pp. 305–314)

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Metadata
Title26. Co-creating networks of hope in an interdisciplinary degree for mature students
ContributorCatherine Bates (author)
Tracy Campbell (author)
Colin Webb (author)
Lucy Yeboa (author)
DOIhttps://doi.org/10.11647/obp.0462.26
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.26
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightCatherine Bates; Tracy Campbell; Colin Webb; Lucy Yeboa;
PublisherOpen Book Publishers
Published on2025-07-02
Long abstractThis chapter, co-authored by a university programme leader and three students, explores the transformative learning that emerges within a Higher Education programme tailored for adult learners returning to education. Through collaborative reflection, the authors examine how a community of hope is cultivated via interactive teaching practices that foreground shared life experiences and co-constructed knowledge, supported by contemporary case studies and critical theory. Drawing on the radical pedagogical insights of Paulo Freire, bell hooks, and Kevin Gannon, alongside Tara Yosso’s concept of aspirational capital and Sarah O’Shea’s notion of “ripples of learning”, the chapter conceptualises the learning environment as one rooted in radical hope and collective empowerment. Readers are invited to engage with this hopeful pedagogy and consider its potential to transform not only educational experiences but also lives and communities in profound, material ways.
Page rangepp. 305–314
Print length10 pages
LanguageEnglish (Original)
Contributors

Catherine Bates

(author)
Programme Manager for the BA Professional Studies degree at University of Leeds

Catherine Bates is the Programme Manager for the BA Professional Studies degree at the University of Leeds. This is an interdisciplinary degree, run in the Lifelong Learning Centre, designed specifically for mature students returning to education. Catherine has teaching and research interests in critical and radical pedagogies, adult education, widening participation, inclusion, student empowerment and posthumanism. She has a professional background in Dyslexia Support Work in Higher Education, and in interdisciplinary teaching in the areas of English and postcolonial literature and Canadian Studies. She has an academic background specialising in Canadian literature, autobiography, and waste, and has published in these areas. Catherine is currently undertaking two participatory research projects: on mature student strengths, and on how mature students experience academic reading.

Tracy Campbell

(author)
Full time mature student at University of Leeds

Tracy Campbell is a second-year full time mature student at the University of Leeds, studying Professional Studies at the Lifelong Learning Centre(LLC). In lieu of traditional qualifications, she secured a place on the Professional Studies degree course through the LLC’s alternative entry scheme, which recognised her life and work experience. She is a partner in a successful independent residential property letting agency based in Leeds and also manages a small maintenance company. In addition to being a qualified yoga teacher, Tracy is a single mum to three children aged thirty-three, fifteen, and fourteen. Tracy has volunteered for several charities over the years, including NSPCC Childline and a locally based organisation that provides access to sports and activities to underprivileged adults, children, and young people. In the summer of 2024, Tracy took part in the Gryphons Abroad volunteer project in Africa, and as part of her training for this, she achieved a Level 2 Certificate in Coaching (Sport and Physical Activity). For Tracy, the Professional Studies course has been instrumental in her personal and professional development, empowering her to effect change for social justice. Her final year research project is entitled: “Challenging the ‘Grass Ceiling’: The Lived Experiences and Career Aspirations of Black Youth Amateur Footballers in Defying Stereotypes.” Tracy is due to start a Master’s in Inequalities and Social Science at the University of Leeds in September, 2025.

Colin Webb

(author)
Postgraduate Researcher at Leeds Beckett University

Colin Webb is a postgraduate researcher at Leeds Becket University, undertaking interdisciplinary PhD research into human trafficking in Bulgaria and the surrounding areas. Within his research, he considers the environment that creates an opportunity for traffickers, be that of an of economic, political, or social nature. Investigating the selling of Bulgarian newborn babies in Greece within the disciplines, Eastern European politics, criminology, and sociology. After a career in haulage, Colin successfully completed the Professional Studies degree, specialising in sociology and social justice, before undertaking a Master’s in International Human Rights at Leeds Beckett University.

Lucy Yeboa

(author)
Master’s in Global Security Challenges at University of Leeds

Lucy Yeboa is currently undertaking a Master’s in Global Security Challenges at the University of Leeds. Before this, she studied a BA in Professional Studies at the Lifelong Learning Centre. To gain access to the degree, Lucy successfully completed the Preparation for Higher Education Foundation year. Lucy has specific research interests in social justice, health, and sustainability. Her dissertation used a critical policy analysis approach to critique the UK government’s healthy eating and food policies. Lucy is married and a mother of three young adults.

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  11. O’Shea, S. (2015). Filling up silences—first in family students, capital and university talk at home. International Journal of Lifelong Education, 34(2), 139–155. https://doi.org/10.1080/02601370.2014.980342
  12. O’Shea, S. (2016). Avoiding the manufacture of “sameness”: First-in-family students, cultural capital and the higher education environment. Higher Education, 72, 59–78. https://doi.org/10.1007/s10734-015-9938-y
  13. Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006