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Dr. Rhys Kelly

Dr. Rhys Kelly
4 research projects
30 publications
1 award

Biography

I am Associate Professor in Conflict Resolution and currently Head of Department in the Department of Peace Studies and International Development.

Much of my work - my research, teaching and educational leadership - has learning as a central and connecting theme. For example, individuals, groups and societies who are dealing with conflict and its legacies are fundamentally engaged in learning processes - to understand what caused conflict, to understand others who have become enemies, to understand the impacts that conflict has on self and others, and to find ways to build trust and relationship after conflict. Similarly, communities that are having to adapt to climate change (the focus of more recent research) have to learn about the changes and risks they are facing, about what is possible (or not) in response, and how to make good decisions in conditions of conflict and uncertainty. In both areas, my research has concerned the kinds of processes - including peace education and community engagement - that can support individual and social learning.

I am currently Co-I on the UKRI-funded Coastal Communities project: Resilience of Anthropocene Coasts and Communities, working with researchers from Queens Mary University, University of Glasgow, Kings College and the University of Sunderland to understand the interlinked risks of climate change and coastal flooding/erosion in relation to hsitoric landfill sites on the UK's coastline. My role will be to support the community engagement strand of work, building on experience and expertise developed through other recent projects on community engagement and climate adaptation for/with national agencies (Environment Agency, DEFRA, Natural Resources Wales). This formed the basis of a successful REF impact case-study in the last round, contributing new knowledge and practice tools that have been adopted widely in a range of high profile projects, that influenced national policy and continue to generate interest and application. See: Working together to adapt to a changing climate - flood and coast - GOV.UK (www.gov.uk)


As an educator, I also have strong interest in learning processes/methods and what can support meaningful, lasting changes in understanding in our students. As an educator working in the field of conflict resolution, I'm particularly interested in how we can help to cultivate different kinds of learning - the  knowledge, professional skills, and personal qualities needed for this challenging area of practice. 

Research

My background is in Conflict Resolution/Peace Studies. Over the last years the focus of my work has shifted to take account of the pressing challenges posed by ecological crises, including climate change. I have been engaged in a number of projects concerned with questions about what individual and social learning are needed and possible in the context of increasing global insecurity, which might support just and peaceful transitions to more resilient, ‘sustainable’ communities. I am currently Co-Investigator on the UKRI-funded Project 'Resilient Anthropocene Coastal Communities' (2024-2027), which builds on previous work with the Environment Agency/Natural Resources Wales, exploring how to engage communities facing long-term climate adaptation challenges in productive conversation and planning. I have continued to engage in impact-related work in this area, working recently with projects in Norfolk and Cornwall. I am interested in connecting this expertise and interests with more international dimensions of climate adaptation, particularly where there are intersections of environmental change, conflict and engagement challenges.

Research projects

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Principal Investigator (Joint)

This proposal builds on existing work undertaken as part of the ‘Working Together to Adapt to a Changing Climate’ project, as well as research funded with a previous HEIF award (2020) on Readiness Assessment. Over the last year, we have created a simulation exercise/tool for an urban setting, addressing surface water flooding issues. The simulation supports education about and deliberation on complex choices for adaptive measures to prevent or mitigate increasing flood risk associated with climate change. The simulation is currently being piloted and early feedback has been very encouraging. This project will enable the creation and testing of a coastal simulation exercise/tool, addressing the different – and more complex – realities of coastal communities (rising sea levels, increased erosion, more frequent and intense storms, drought and flooding).

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Principal Investigator (Joint)

The theme of ‘readiness’ was highlighted in our co-authored evidence review for the Environment Agency/Natural Resources Wales: ‘Working together to adapt to a changing climate: flood and coast’ (Kelly and Kelly, 2019). It established the importance of both assessing and enhancing the readiness of both communities and professionals to engage in the difficult conversations and decision-making processes that are needed against the backdrop of climate change and future uncertainty. To further this work, we will design and test a process for assessing readiness that can be used widely by practitioners working on related climate adaptation projects - for example, sample surveys and participatory mapping exercises. We would apply and test these methods in the two pilot locations already participating in the 'Working together' project. This would enhance existing work whilst generating new knowledge and guidance for policy and practice in this specific area.

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Researcher

Predictions of climate change are becoming increasingly worrying. In the UK, future sea level rise and extreme rainfall will increase flood risk for many communities. Where existing measures will not work in the long term, alternative responses to coastal erosion and flood risk may be needed. Against this background, communities face a number of tough challenges: How do we develop a shared understanding of likely future scenarios? What realistic choices are there, and how do we weigh up their costs and benefits? What trade-offs might be involved, whose interests are at stake? What would a fair and inclusive decision-making process look like? Even though these questions clearly need tackling, many people – both at community level and within governance and risk management agencies – are understandably apprehensive about opening up these difficult, emotionally challenging and potentially conflictual conversations. This project recognises the need to explore, together, how we might respond to this challenge collectively and constructively.

Teaching

My teaching has mostly been in the area conflict resolution, and I make significant contributions to the current MA programme: Advanced Practice in Peacebuilding and Conflict Resolution. I teach about theories of conflict, conflict analysis methods, different methods of conflict resolution / engagement, transitional justice and reconciliation, and environmental conflict resolution. I also teach on the MA Peace, Resilience and Social Justice, contributing to classes on climate change and ecological crisis, resilience thinking and practice, climate adaptation, and climate justice

I have had a longstanding interest in theories and processes of teaching and learning, going right back to my undergraduate dissertation (on the relationship between education and democracy). I have a teaching qualification (PGCHEP) and achieved recognition as a Senior Fellow of the Higher Education Academy in 2014. My approach to teaching has taken inspiration from 'critical' educators like Paolo Freire, Henry Giroux, bell hooks and Megan Boler, and from those that advocate for more active, applied and experiential learning. My classes often involve activities based around real-world problems or tasks, and which involve collaborative inquiry and critical reflection. With all the varied experience and perspectives that our students in Peace Studies bring, we can often have very rich and interesting discussions. 

Professional activities

  • Senior Fellow (1 August 2014)

  • Environment Agency / Icarus - Senior Associate for Icarus, contracting with the Environment Ageny

  •  University of Bradford - BA (Hons)
  •  University of Bradford - PhD
  •  University of Bradford - Postgraduate Diploma
  •  University of Bradford - Postgraduate Certificate Higher Education Practice

  •  University of Bradford  - Associate Professor

Publications

  • Becoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerability

    Kelly, Ute and Kelly, Rhys (2020) Pedagogy of Vulnerability. Information Age Publishing.

  • An Education in Homecoming: Peace Education as the pursuit of Appropriate Knowledge

    Kelly, Ute and Kelly, Rhys (2017) Peace Education: Past, Present and Future. Routledge.