Author Archives: Sarah Harkins

FOCUS: CITATIONS IN PERSON WORKSHOP Today, at the beginning of the session, Malika and Kwame (M&K) asked us ‘If your project were a weather forecast today, what would it be?’  Most of my colleagues had fairly positive responses – hopeful … Continue reading →

FOCUS: ETHICS AND CONSENT – In Person Workshop Our first session, returning to Action Research, focused on ethics — a topic that is fundamental to research practice, yet I initially found it overwhelming in scope and complexity. The session prompted … Continue reading →

In reflecting on my Action Research Project (ARP), I needed to think carefully about it as a whole: its purpose, structure, and the position I bring to it as an educator. Learning as a student is generally enjoyable, but I … Continue reading →

I was nervous about the peer to peer session with Jade, Jess and Daniel. I had met them all previously but we hadn’t actually spent much time together. I had heard both Jade and Jess make comments in the IP … Continue reading →

My thinking behind this intervention was primarily driven by a strong commitment to improve inclusivity, which I proposed by redesigning the traditional teaching space layout to create a more inclusive and support the physical learning environment for all, especially those … Continue reading →

We were asked to review and respond to several sources, from videos to academic papers. I found the sources to be very broad, which, to some extent, confused me about how to approach the content for this blog piece. From … Continue reading →

Reflect on and analyse how disability interacts with other aspects of the individuals’ identities, such as race, gender, socioeconomic status, and more.  When I read the question above, I felt a bit overwhelmed. It’s so huge that I asked myself, … Continue reading →

Within my teaching practice, I annually experience students from diverse cultural backgrounds that (mostly) reflect the global majority, including students whose lives focus on their faith or religion. I grew up with a non-practising Catholic father and an atheist mother, … Continue reading →

The intervention I am proposing involves a redesign of the traditional classroom layout to create a more inclusive and supportive learning environment for students with invisible disabilities such as autism spectrum disorder (ASD), ADHD, anxiety, and sensory processing challenges. Traditional … Continue reading →

You have presented your Artefact as the concept of a workshop on ‘Research Analysis’, that you hope to expand in focus and enable a cross discipline participation. This is an interesting proposition because a wider set of participants can help … Continue reading →