The book "Ableism in Academia" provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside...
reflection: 61 Results found.
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.
This is an extract from a guest post on the Supervising PhDs Community Blog, which I co-authored with Dr Jo Collins from University of Kent. In the post, we explore what research supervisors can do to help develop a sense of belonging amongst their...
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.
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 is a guest post on the Advance HE website published after I had delivered a successful workshop at the HEA Annual Conference demonstrating how to use LEGO reflections in higher education.
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.
Please, download my full CV from here. I am Director of Social Research & Practice and Education Ltd. and Lecturer in Education at the UCL Institute of Education, London, where I currently lead the modules “Literacy, Language and...
This paper considers the use of identity boxes as a data collection method to elicit experiences.
This article explores where the somatically inspired pedagogy of teaching reflective practice through a creative and embodied approach sits within dance training.
This article seeks to explore the nature and depth of students’ engagement by providing an example from a teacher education programme.
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...
The chapter offers reflections on how imagination can be nurtured in the practice of teacher education.
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.