Dr Nic Crowe
Senior Lecturer in Education
Gaskell Building 051
- Email: email@example.com
- Tel: +44 (0)1895 267146
Dr Nic Crowe is programme lead for the BA Education. He is a qualified Teacher, Youth and Community Worker and Play Worker. He is an experienced Practitioner with a background in art, technology and cultural studies. His main research focuses on Digital Stories – currently Pro-Ana Communities and Lolicon – and Comics, Anime and Manga. His PhD thesis was a five year ethnographic study of an on-line world entitled ‘Hanging with the Catherby Shark Gurlz’ and other Runescape stories’. It focused on young people’s use of the internet for gaming, and looked particularly at virtual identities, virtual communities and their culture(s). He has made a number Media appearances talking about on-line gaming and its associated culture, including a presentation of his Runescape research for Radio 4’s ‘Thinking Allowed’.
BA Programme Lead
Newest selected publications
Crowe, N. and Waite, G. (2020) 'More than a single (digital) story: Restorative Practice in a Climate of Digital Transgression'. MIOE Journal of Education, Vol 10 (1). pp. 5 - 17.Open Access Link
Crowe, N. and Hoskins, K. (2019) 'Researching Transgression: Ana as a Youth Subculture in the Age of Digital Ethnography'. Societies, 9 (3). pp. 53 - 53. ISSN: 2075-4698 Open Access Link
Watts, DM., Crowe, N. and Waite, G. (2018) 'Tales of the Transgressive Body - more than a single story: DST in a climate of transgression'.Digital Storytelling Conference. Zakynthos, Greece.Open Access Link
Watts, DM. and Crowe, N. (2015) 'The Geography of Trolls, Grief Tourists and ‘playing’ with digital transgression.', in Horton, J., Evans, B. and Skelton, T. (eds.) Play, Recreation, Health and Well Being. Singapore : Springer Singapore. , 9. pp. 387 - 404. ISBN 10: 9814585521. ISBN 13: 978-981-4585-50-7.
Crowe, N. and Watts, M. (2014) '‘We're just like Gok, but in reverse’: Ana Girls – empowerment and resistance in digital communities'. International Journal of Adolescence and Youth, 21 (3). pp. 379 - 390. ISSN: 0267-3843 Open Access Link