Faith Tucker

Dr Faith Tucker is a Senior Lecturer in Geography at the University of Northampton, Faculty of Arts, Science and Technology. She has been a core member of the Geography department since completing her PhD in 2002 and was promoted to Senior Lecturer in 2007. She serves as Programme Leader for the BSc Geography degree and is actively involved in curriculum development and inclusive teaching practices. Faith is a founding member of the RGS-IBG Geographies of Children, Young People and Families Research Group and is the Book Reviews Editor for the international journal Children’s Geographies.

Her educational background includes a PhD in The experiences of teenage girls growing up in rural Northamptonshire (University of Northampton, 1998–2002), a BSc in Human and Physical Geography from the University of Reading (1995–1998), and two Postgraduate Certificates in Teaching in Higher Education from the University of Northampton (2004–2006).

Dr Tucker’s research centers on children’s geographies, geographies of disability and wellbeing, and inclusive pedagogy in higher education. She explores how mental health, race, and disability intersect with geographical fieldwork and learning environments. Her recent work emphasizes creating accessible and equitable experiences in field-based education, particularly for students with mental health conditions and from marginalized backgrounds.

Her recent publications, spanning from 2022 to 2025, reflect a strong trend toward inclusive fieldwork, student wellbeing, and digital engagement in education. Themes include mental health in fieldwork, race and inclusion, accessibility, and the use of platforms like LinkedIn for career development. These works demonstrate a commitment to social justice and pedagogical innovation in geography education.

Dr Tucker has been involved in several funded research projects, including those supported by the HEA GEES Subject Centre and the University of Northampton Innovation Fund. She currently serves as Co-Investigator on the project 'Developing and embedding an inclusive curriculum across FAST' (2024–2025). She actively supervises PhD students and has mentored several to completion.

• Student-led accessibility developments (2015–2016)
• 'Disabled' staff and off-site activities: opportunities and challenges for students’ learning (2007–2008)
• The learning of others: students as ‘learning facilitators’ (2005–2006)

She is a key figure in the 'Fieldwork Futures' research collective, focusing on inclusive and adaptive fieldwork practices. This team collaborates on understanding staff and student experiences during and after the pandemic, with attention to mental health, race, and disability. Their work has influenced curriculum design and institutional policy on fieldwork accessibility.