This project complements ongoing work identifying the extent to which the embodiment of professional love in Youth Work contributes towards enhanced wellbeing of the young people with whom Youth Work practitioners interact (e.g. Purcell, 2018; Purcell, Page & Reid, 2020). Adopting an institutional ethnographic methodology, the researcher will be embedded in a third sector Youth Work organisation, working alongside and developing relationships with staff and the young people who attend. The primary focus of the researcher’s work with young people will be on the implementation of relationships, sexual health and parenthood (RSHP) education. In so doing they will use creative writing/creative expression methods to explore the needs and expectations of young people with regards to RSHP education.
This recognises the significance of this aspect of work with young people as part of the Scottish Government’s post-Covid ‘recovery programme’ (2021), and that Youth Work supports the personal development and social participation of young people, at the same time reducing the incidence of social and (mental) health problems (Fish, 2014), particularly in work with marginalised and excluded groups (e.g. Fyfe, et al, 2018). It also affords the opportunity to model the relational aspects of the curriculum and to assess the impact of the researcher’s relationships with young people on their engagement with this part of the curriculum. Use of this curriculum also legitimises discussions about love as part of young people’s experiences in relationships with professionals involved in their lives (including Youth Workers, Teachers, Social Workers, Youth Justice Workers, etc.). The research will explore the relational aspects of Youth Work, which – characterized by informality, intimacy and warmth – foster space for reflection, growth and flourishing, and form the basis for support in times of difficulty (see Hart, 2017).
Methodological Framework
The research will succeed only if it embraces an ethic of care towards all research participants. An institutional ethnographic (IE) methodology allows for this ethic to be centred in the proposed study, requiring the research to begin in and remain accountable to the lives of the people on whom it is focussed (Smith, 2006). Taking this a step further, the research will embrace a participatory approach inasmuch as it foregrounds the importance of participants’ critical analysis and the transformation of their lives and experiences of oppression (Nicols & Ruglis, 2020). Hence, the young people with whom the researcher engages in activities based on the RSHP curriculum will co-construct the research enquiry as an iterative process, thereby ensuring the research addresses their concerns as well as contributing towards the attainment of the enquiry’s overall aims. This will necessarily impact on the conceptualisation of the underpinning concepts, including ‘love’, meaning that the young people’s lived experiences and descriptions of love should be taken seriously by the researcher, making this an iterative and inductive journey (Gratzke, 2017).
For informal enquiries about the project, contact Dr Martin Purcell ([Email Address Removed])
For general enquiries about the University of Dundee, contact [Email Address Removed]
Our research community thrives on the diversity of students and staff which helps to make the University of Dundee a UK university of choice for postgraduate research. We welcome applications from all talented individuals and are committed to widening access to those who have the ability and potential to benefit from higher education.
QUALIFICATIONS
This project can be undertaken as part of a PhD in Community Education or a Professional Doctorate in Community Learning and Development.
Applicants must have obtained, or expect to obtain, a UK honours degree at 2.1 or above (or equivalent for non-UK qualifications), and/or a Masters degree in a relevant discipline. For international qualifications, please see equivalent entry requirements here: www.dundee.ac.uk/study/international/country/.
Applicants for the Professional Doctorate in Community Learning and Development must also have five years of professional practice experience.
English language requirements: for PhD applicants, the IELTS (Academic) overall score must be at least 6.5 (with not less than 6.5 in reading, listening, speaking or writing). For Professional Doctorate applicants, the IELTS (Academic) overall score must be at least 7.0 (with not less than 7.0 in reading, listening, speaking or writing). The University of Dundee accepts a variety of equivalent qualifications; please see full details of the University’s English language requirements here: www.dundee.ac.uk/guides/english-language-requirements.
APPLICATION PROCESS
Step 1: Email Dr Martin Purcell ([Email Address Removed]) to (1) send a copy of your CV and (2) discuss your potential application and any practicalities (e.g. suitable start date).
Step 2: After discussion with Dr Purcell, formal applications can be made via our direct application system. When applying, please follow the instructions below:
Candidates must apply for the Doctor of Philosophy (PhD) degree in Community Education or the Professional Doctorate in Community Learning and Development (DCLD). Further instructions and the link to our direct application system can be found on the relevant course page.
Please select the study mode (full-time/part-time) and start date agreed with the lead supervisor.
In the Research Proposal section, please:
- Enter the lead supervisor’s name in the ‘proposed supervisor’ box
- Enter the project title listed at the top of this page in the ‘proposed project title’ box
In the ‘personal statement’ section, please outline your suitability for the project selected.
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