Dr Nicole Brown

"Photovoice Reimagined" introduces photovoice as a method and photovoice as a framework to enable a more participatory approach to research.

QUEST (Qualitative Expertise at Southampton) in collaboration with the National Centre for Research Methods and the South Coast Doctoral Training Partnership organised a webinar on Metaphor and Method. I was one of three keynote speakers presenting “Objects as metaphors to account for embodiment”.   Access the video at the NCRM […]

The Diversity Network asked me for an interview to answer the question: what is it really like to be working in academia with a disability?

Imagine! Different in academia. is the recording of a talk presented at the International Symposium on Poetic Inquiry in Cape Town in May 2022.

This is an extract from a guest post Dr Jennifer Leigh and I wrote for the SAGE MethodSpace to outline some of the principles of Embodied Inquiry. 

This post is a link to a recording from an event held on the 25th November 2020 via the University of Birmingham, where I was asked to discuss disability experiences before and after Covid19 Lockdown.

In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.

This is a contribution to Times Higher Education from February 2018 about invisible disabilities in the higher education sector.

This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.

The paper reports on the lived experience of fibromyalgia, which used identity boxes and metaphorical representation to offer a holistic view.

To make sense of my participants' experiences, I am creating an art installation based on the raw data I receive in my research work.

Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.

See feedback from the conference workshop about Preventing Plagiarism and the Role of Identity Codes.

Many teacher training sessions and professional development courses nowadays link to or culminate in the compilation of portfolios. Portfolios are evidences and resources that are gathered and annotated systematically to provide an overview of the teachers' achievements, career events and areas for development. The process of gathering information for the portfolios is an opportunity to take a step back from everyday work to reposition yourself and reconsider your values, your development and your learning. Here is some help for developing portfolios.

Writing entries for a reflective journal is often a daunting aspect of teacher training, as we are not used to writing diaries. Here are some thoughts on how to get started with writing reflections.