This post offers some recommendations on what to do if teaching involves larger audiences rather than smaller groups.
paper: 40 Results found.
Here I share my two position papers written as part of the review of the ethical guidelines for the British Educational Research Association.
In this blog post I try to answer the question that I am often asked in my presentations and workshops: "What should I do with notes and journals?".
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 is an extract from my contribution to the LSE Impact blog discussing how to keep an effective research journal, thereby busting some of the myths surrounding research journaling.
This is a recorded conversation between Dr Janet Salmons of MethodSpace SAGE and Dr Nicole Brown explaining how to journal across boundaries. This video is similar to the one that we recorded for the NVivo conference Transcending Boundaries in Qualitative...
This video about the benefits and challenges of participatory research builds on my original work presented at the PASAR conference in 2017.
This presentation video exploring identity boxes as an art-based approach at a distance was recorded for the virtual NVivo conference Qualitative Research in a Changing World.
This is a presentation based on my article Scope and Continuum of Participatory Research. This video was recorded for the MPE/MeCCSA Practice Network Symposium 2021.
This article presents an original engagement with research into emotions in the PhD to ask ‘Where’s the validation?’ by using emotion work as a theoretical foundation.
The National Association of Disabled Staff Networks (NADSN) has produced a COVID-19 post-lockdown position paper. In this paper, NADSN’s observations about the lived experiences of disabled people during COVID-19 are discussed alongside considerations...
This is a contribution to Times Higher Education from February 2018 about invisible disabilities in the higher education sector.
If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.
This paper considers the use of identity boxes as a data collection method to elicit experiences.
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
This paper seeks to exemplify a reflexive approach to data analysis that accounts for the researcher’s positionality as well as the increasingly untraditional, unconventional data stemming from creative data collection methods.