Dr Nicole Brown

Creativity has become a buzzword across all disciplines in education and across all phases, from early years through to tertiary education. Although the meaning of creativity can change vastly depending on the global educational setting, it is impossible to ignore the applicability and relevance of creativity as an educational tool, philosophical framework and pedagogical approach.

As part of the fabulous Phd Life Raft symposium organised by the magnificent Dr Emma Brodzinski, I was invited to an author talk about my book Making the Most of Your Research Journal. It was a great pleasure to oblige, and I thoroughly enjoyed that exciting experience.

In this post I share my contribution to the SAGE research methods online resources about doing fieldwork remotely.

This article reports an empirical study into the lived experience of fibromyalgia, which led to the identificiation of four forms of resistance against processes of marginalisation amongst those who have been diagnosed with fibromyalgia.

This is an excerpt of "Just one more time...", a fictionalised account of real-life experiences during the first year of the COVID19 pandemic.

This poem about full ethical approval is the outcome of poetic inquiry and analysis within Embodied Inquiry from my research with academics.

In this article, I draw on three case studies to explore the relationship between participatory and creative research methods.

This is an extract from a guest post on the Thriving Part-Time blog to highlight the experience of time and how to make the most of it as a part-time doctoral student.

This article is an invited editorial in the Diverse Voice Series of the journal. The editorial outlines the difficulty of building a network of like-minded researchers when engaging in arts-based approaches.

This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.

Find here the instructions of how to join the Ableism in Academia event via the connected UCL moodle page.

In my contribution to the SRHE Annual Conference, I talked about academics' active body work and identity work to maintain their academic identity.

This is a brief simulation of what cognitive dysfunction and brain fog feel like.

Plagiarism is a socio-cultural issue. This is about academic integrity and the reputation of an institution and the degree that is awarded. I would not want to hold an academic degree that is devalued in such way that many people were able to cheat their way through it. This is a reflective piece of writing on plagiarism and what it feels like for an academic.

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.

In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?