Nicole Brown
I am Head of Research Ethics and Integrity and Associate Professor at IOE, UCL's Faculty of Education and Society, London and Director of Social Research & Practice and Education Ltd. I was awarded my PhD in Sociology from the University of Kent. I hold the Master of Teaching from the Institute of Education, the MA Higher Education and Postgraduate Certificate in Higher Education from the University of Kent, the Magister der Philosophie in Anglistics & Americanistics and French from the University of Vienna, Austria. I also hold the postgraduate IoLET Diploma in Translation, and I have gained the Fellow as well as the Senior Fellow of the Higher Education Academy.
After my first degree I worked as a secondary teacher of modern foreign languages and taught English and French in Austria and German and French in the UK. Having gained several years of practical experience in the classroom I made the move from secondary to higher education.
Research Summary
My research interests lie with advancing learning and teaching and ways of improving knowledge generation, effective teaching, research and professional practice, research methodologies and supporting students with their learning (eg. special needs, dyslexia and bilingualism). My doctoral research uses creative methods to investigate how the invisible illness fibromyalgia shapes academic identity.
After my first degree I worked as a secondary teacher of modern foreign languages and taught English and French in Austria and German and French in the UK. Having gained several years of practical experience in the classroom I made the move from secondary to higher education.
Research Summary
My research interests lie with advancing learning and teaching and ways of improving knowledge generation, effective teaching, research and professional practice, research methodologies and supporting students with their learning (eg. special needs, dyslexia and bilingualism). My doctoral research uses creative methods to investigate how the invisible illness fibromyalgia shapes academic identity.
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Publications by Nicole Brown
related to imagination will help design more effective teacher education research and practices, better preparing teachers and, in turn, students for the demands of our current and future world.
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.
A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue abouteducational values, both within and across existing research groups, teaching departments and learning communities. Developing synergies between research and education can empower faculty and students from all backgrounds to engage with diversity and contribute to the global common good by developing people as critical citizens.
related to imagination will help design more effective teacher education research and practices, better preparing teachers and, in turn, students for the demands of our current and future world.
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.
A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue abouteducational values, both within and across existing research groups, teaching departments and learning communities. Developing synergies between research and education can empower faculty and students from all backgrounds to engage with diversity and contribute to the global common good by developing people as critical citizens.
Body suspensions are a challenging fieldwork of investigation because, according to research partners, “words are not enough” to express such intense experiences.
A body suspension consists in the elevation of a protagonists inserting hooks in the skin as temporary piercings; hooks are connected to an above scaffolding with ropes and pulling the main one, the suspendee leaves the floor for a variable amount of time. Body suspensions are realized in contemporary Europe during festivals and private events by a trans-spatial community of practitioners, that often privilege privacy and online invisibility to prevent stigmatization. Suspension experiences are delegitimized by non-suspendees because of the voluntary pain: it is elected as evidence of mental deviancy, even by a pathologizing bibliography, delegitimating the voices of practitioners.
The anthropological research “Learning to Fly” investigated meanings associated to suspensions by regular practitioners through a tailor-designed experimental methodology to overpass logo-centric logics. In a creative laboratory, participants co-created symbolic objects with metaphorical meanings to express one or more aspects of their hook-experiences. Handcrafts became referents of oral narrative during interviews, being able to express more than what the suspendee (or the ethnographer) pre-established to investigate, and exploring more than what words were allowed to share before. Ethical concerns emerged in several moments of the ethnography, especially concerning the desire to circulate the handcrafts to support the spread of a restored image of body suspension. Illustrating exhibition contexts and the consequences of the handcraft circulation, this presentation aims to discuss the militant use of the ethnography, the limits of the outsider positioning of the ethnographer, and the use of research’s results by epistemic partners.