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 chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.
This paper presents how LEGO® can be used in workshops to explore doctoral students’ emotions around the complex and solitary experience of a PhD research.
In this interactive workshop participants explore creativity within research, experiment with and explore opportunities for creative methods in research.