This thesis presents an in-depth case study of the West Riding Stonecarving Association (WRSA) as a unique example of how traditional sculptural stone carving practices can be revitalised and sustained through peer-supported, community-led approaches. The study draws upon Jean Lave and Etienne Wenger-Trayner’s concepts of situated learning and Communities of Practice (CoP) to explore how stone carvers develop situated expertise through non-formal learning and collaborative engagement. Drawing on Tim Ingold’s concepts of skilled know-how, Lambros Malafouris’ material engagement theory (MET), and Deweyan experiential learning, it argues that stone carving knowledge emerges through active, responsive and embodied engagement with material, tools and community. The study further analyses the motivations and experiences of WRSA recreational stone carvers using Mihaly Csikszentmihalyi’s theory of flow and Abraham Maslow’s hierarchy of needs. Using Robert Stebbins’ serious leisure perspective, it finds that stone carving offers participants both fulfilment and challenge, and functions as a site for personal growth, well-being and self-actualisation, particularly for older adults seeking purposeful leisure and social connection. Using a longitudinal and embedded research approach, the study integrates interviews, surveys, participant observations and arts-based methods to capture the situated, tacit and collaborative nature of learning to carve in a community setting. This multi-method strategy enables a deep understanding of how meaning, identity and skill are constructed through the practice and community of stone carving. The study also acknowledges the individual stories of stone carvers by presenting their work and narratives as an important cultural record that contributes to a broader understanding of the social and educational significance of stone carving. The findings demonstrate that the WRSA’s CoP model is both resilient and adaptive, whilst effectively preserving carving skills in the face of changing cultural and generational shifts, which complements existing conservation and sculptural organisations. This thesis argues that community-led initiatives can play a significant role in sustaining and reimagining carving skills, especially when they prioritise experiential learning, creativity and social connection. The WRSA stands as a powerful example of how community initiatives can contribute towards preserving and reinvigorating heritage practices by ensuring their continued relevance and vitality for future generations.
| Date of Award | 29 Apr 2026 |
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| Original language | English |
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| Supervisor | Rowan Bailey (Main Supervisor) |
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