Chapter: The embodied academic
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.
LEGO® reflections in Higher Education
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.
NADSN Position Paper
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 of the changing workplace and relevant policies and practices. The paper concludes with a series of recommendations concerning disabled staff.
Invisible disabilities in academia
This is a contribution to Times Higher Education from February 2018 about invisible disabilities in the higher education sector.
Chapter: Assessments: letting students decide
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.
Article: Embodied reflection within dance training
This article explores where the somatically inspired pedagogy of teaching reflective practice through a creative and embodied approach sits within dance training.
Chapter: Centring imagination in teacher education
The chapter offers reflections on how imagination can be nurtured in the practice of teacher education.
Article: Partnership in learning
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
Article: Creative and embodied methods to teach reflections
This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.
Article: My challenge of developing a creative research methods network
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.
Article: Using LEGO® to understand emotion work
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.
Reshaping higher education
This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.
“I can’t describe what I’m going through”
This is my contribution to the RAI2018 conference in London "I can't describe what I'm going through - research, arts and therapy".
Using creative methods to support well-being amongst PhD students
This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.
Article: Ableism in academia: where are the disabled and ill academics?
From the context of UK higher education this article explores ableism in academia to stimulate a debate and raise awareness of those disabled and ill academics , whose voices are not heard.
Academic identity: active identity and body work in academia
In my contribution to the SRHE Annual Conference, I talked about academics' active body work and identity work to maintain their academic identity.