Beyond inclusion: reimagining an anti-ableist higher education
In April 2024, I was asked to deliver a keynote for an international webinar organised by CripLab. CripLab is a research laboratory on crip posthumanities in Santiago, Chile, whose members seek to map the modes of discursive and material production of the norm of dis/ability in Chilean universities that develop […]
Assessments: Letting students decide
This is a link to a UCL MicroCPD video that explains how in my module we are letting students decide on how they want to be assessed.
Lessons from the COVID-19 pandemic
This is an extract from my contribution to the LSE Impact blog exploring lessons from the COVID-19 pandemic.
Chapter: Rhythmanalysis to account for time
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.
Article: Partnership in learning
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
Joining Ableism in Academia event
Find here the instructions of how to join the Ableism in Academia event via the connected UCL moodle page.
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.
Learning to accept fibromyalgia
In this post I report some preliminary outcomes from the pilot phase of my fibromyalgia study. This is about learning to accept.
More messages from the classroom
We need to think about what the messages are we send. So here are some more messages from the classroom.
Providing feedback for learning
Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.
Simulation of cognitive dysfunction
This is a brief simulation of what cognitive dysfunction and brain fog feel like.
Challenging students
I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.
Teaching with artefacts
Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training sessions.
Plagiarism
What is plagiarism? What are the consequences of plagiarism? What can you do to avoid plagiarising work? A brief introduction.
Sarah Pink: Doing Sensory Ethnography
Pink's understanding of ethnography is broader than that of a study relating to the culture or society of humans. Really, ethnography in Pink's view is a phenomenological study of life world and in the book she offers ways of accessing this life world through a range of channels. Pink suggests including the human senses at all levels of research. This book offers great justification for a less conventional approach to research; an approach where openness to what happens is paramount.
Invisible illness and academic identity
A brief outline of intended research in relation to the invisible illness fibromyalgia and its impact on academic identity.