I was invited to contribute to the ResDance Podcast. My contribution was about my Embodied Inquiry work, as part of my own research and as part of the Embodied Inquiry: Research Methods book.
embodied practice: 14 Results found.
This poem about full ethical approval is the outcome of poetic inquiry and analysis within Embodied Inquiry from my research with academics.
This post is a link to a recording from my presentation "Disclosure Dances" presented on the 30 June 2021 at the UCL Institute of Education.
Accounting for the interdisciplinary nature of the field, this book has been written to be a concise primer into Embodied Inquiry for research students, scholars and practitioners alike.
General information for all of the workshops and Nicole's virtual learning environment.
This chapter draws on Nicole's research on how academic staff with chronic illnesses and disabilities specifically interact with the buildings and what impact the physical environment has on their everyday experience.
It is with great excitement and pride that I share a list of scheduled ableism events. Celebrating the launch of my two edited books, find here events about Ableism in Academia.
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.
Please, download my full CV from here. I am Director of Social Research & Practice and Education Ltd. and Associate Professor at University College London. I am currently Head of Research Ethics and Integrity at IOE, UCL’s Faculty...
Workshop to explore the role of the researcher and more specifically, the researcher's emotions within the process of qualitative research.
This article explores where the somatically inspired pedagogy of teaching reflective practice through a creative and embodied approach sits within dance training.
This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.
This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.
Games are often used as motivators in lessons, but games shall not become the main focus. We are teachers and learning needs to be central to lessons.