Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.
In this article, I draw on three case studies to explore the relationship between participatory and creative research methods.
I was invited to contribute to the Photovoice Worldwide webinar series to present the Systematic Visuo-Textual Analysis, a framework for analysing visual and textual data.
This post is a link to a recording from a presentation for AdvanceHE on the topic of how to challenge unconscious bias.
I was invited to contribute to The PhD Life Raft Podcast. My contribution was about research journaling and reflective practice, and the book Making the most of your research journal.
I was invited to contribute to the SAGE MethodSpace to talk about how I use creative methods, and why I use creative methods, given the population and the nature of my research.
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.
In this guest post Dr Helen Ross reflects on the exam production line of our current school system.
I have been asked about strategies for teaching international students. In principle, we should continue focussing on group work and sharing experiences and thus building collaborative, reflective practices. So the strategies I am presenting here for teaching international students are merely a reminder of good teaching practice, as they will be beneficial for all students.
This article is an example of student-staff collaboration within the community of practice of trainee teachers.
In this post I describe what identity boxes are, how I developed the idea and why identity boxes can be used in research.
I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.
It may look simple to deliver the hook but in reality planning for the hook should not be underestimated, after all you need something very catching to get your students' attention so they become interested in your lesson.
This is a description of how Rolfe's model of reflection should be used in order to improve practice and learning.