Dr Nicole Brown

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 teaching international students are merely a reminder of good teaching practice, as they will be beneficial for all students.

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.

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.

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.

This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.

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.

The remit of this paper is to provide practical ideas and recommendations to address accessibility issues in events and conferences as a first step to improving existing working conditions.

This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.

This is my contribution to the RAI2018 conference in London "I can't describe what I'm going through - research, arts and therapy".

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.

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.

This article is an example of student-staff collaboration within the community of practice of trainee teachers.