ღ¸.✻´`✻.¸¸ღ  Selected work ღ¸.✻´`✻.¸¸ღ

I keep a detailed cryptozoology report to document all the interesting creatures in pop culture, or that I hear about. This report helps me gather evidence and organise information on mysterious and legendary animals that aren’t officially recognised by science. By maintaining thorough notes and records, I’m able to analyse patterns, compare reports, and contribute to the study of these elusive beings systematically. It’s a fascinating way to combine curiosity, research, and a sense of adventure into one ongoing project. 

This assignment, created during my MA studies in 2023, explores the increasing challenges faced by feminist pedagogies within higher education amidst rising authoritarian populism, neoliberal pressures, and growing social hostility. It examines how these political and institutional forces impact the teaching of gender, feminism, and social justice, emphasizing the urgent need for feminist approaches to resist oppression and support inclusive, equitable learning environments.

Recent political shifts, including the rise of authoritarian populism and "post-truth" narratives, have increased the spread of misogynistic and racist discourses, threatening social justice gains. Feminist scholars and university communities face growing hostility, exemplified by actions like Hungary banning gender studies and increased hate crimes on UK campuses. Feminism remains crucial for challenging oppressive traditional roles and supporting individuals’ rights to live freely and equally. However, neoliberal market-driven policies in higher education promote competition and audit cultures, undermining empathy, teaching quality, and academic working conditions. These dynamics, combined with systemic epistemic violence, create a difficult environment for teaching gender, feminism, decolonization, and social justice topics, demanding renewed feminist pedagogical efforts. 

My MA dissertation, completed in 2023, focused on exploring university teachers’ perspectives on required professional development (PD) and its impact on both educators and student achievement. Through in-depth interviews with three university teachers, I investigated two key questions: How does mandated PD affect student outcomes and teacher experiences? And do teachers believe this PD is effective? Using a hybrid thematic analysis, I identified five main themes from the data: the importance of collaborative opportunities; the emotional challenges linked to mandatory PD; teachers’ frustrations with PD designed by non-educators; the focus on addressing individual student needs; and the need for PD to be relevant and tailored to teachers’ contexts. Throughout the study, the authentic voices of the participants were central to understanding how professional development can be improved to better support educators and ultimately benefit students. 

Creative Educational Practice (CEP) encourages a reflective and active approach to learning by prompting individuals to document their insights and discoveries throughout their course. This practice goes beyond mere record-keeping; it serves as a dynamic tool for engaging with the material and deepening one's understanding of both creativity and education. By regularly journaling, students are invited to connect theoretical concepts to real-world applications, fostering a deeper reflection on how these ideas resonate with their personal experiences. Through this process, CEP not only tracks growth but also helps cultivate a more nuanced and introspective perspective on the evolving relationship between learning and creativity. 

One of my favourite subjects on my BA, Analytical Perspectives. This research paper delves into the cultural impact of Gorillaz, examining the band's success through the lens of various theoretical frameworks, particularly postmodernism, irony, and imagery. The analysis reveals how the band's distinctive use of caricature and political commentary has resonated with audiences, reflecting a broader cultural discourse. By exploring their multifaceted marketing strategies, the paper highlights how Gorillaz has harnessed modern media to amplify their presence. The lyrical exploration of their 2017 album Humanz further illustrates how the band's creative output serves as both a reflection and critique of contemporary socio-political landscapes. Through this intricate analysis, the paper underscores the enduring cultural significance of Gorillaz, not only as a musical phenomenon but as a symbol of postmodern artistic expression. 

In this assignment, I explored various theoretical concepts related to creativity and critically reflected on my experiences throughout the Creative Educational Practice module. I examined how creativity has shaped and enhanced my professional practice as an educator, identified the cognitive strategies I employed, and addressed the challenges I encountered along the way. I also evaluated the value of constructive feedback and collaboration in fostering creative growth. My reflections and analysis, supported by personal journal entries, helped me to develop a clearer vision for my ongoing professional development and the future application of creative methods in my teaching practice. 

In this critical reflection, I analysed, evaluated, and rationalised the decisions I made during my one-hour microteaching session, which took place on the 19th of November 2022. The session was delivered to five of my university peers and observed by one academic, creating a supportive environment for feedback and peer learning. My prior knowledge of the students’ academic abilities helped me design a session that was appropriately challenging and engaging. The lesson, titled "Moral Panics, The Folk Devil & Deviancy," aimed to develop their analytical thinking by introducing key concepts from subcultural theory and the idea of moral panic. The learning objectives were to analyse the foundations of moral panic theory, identify youth subcultures that had been labelled as deviant, and explore the societal reactions that followed. Although the students met these outcomes through discussion and engagement, I recognised several areas where my delivery and structure could have been improved, and I reflected on these points to inform and enhance my future teaching practice. 

This patchwork essay contained multiple reflections on my personal and professional development, particularly focusing on the progressive improvement of my public speaking, self-confidence, and educational teaching skills and styles. The rationale behind the development of these skills stemmed from my aspiration to pursue a future career as a professional music educator. Throughout the process, I implemented theoretical ideas related to teaching and speaking techniques, drawing inspiration from existing literature and applying these concepts to practical experiences. My research was presented through the use of various theories and self-assessment tools, including SWAIN analysis charts and peer feedback sessions. Additionally, documented self-reflection charts provided evidence of how multiple professional development frameworks positively influenced my growth, especially in enhancing my public speaking abilities and refining my teaching approach. 

This research analysed human biology, sociology, and cultural traditions to reflect on theories surrounding sexism, with a particular focus on the experiences of female music educators. The aim was to deepen understanding of the challenges women face within the music industry and educational settings. By highlighting gender-specific issues in education and examining the complexities of modern teaching from a female educator’s perspective, the study explored ongoing instances of sexism and examined current movements and preventative measures aimed at addressing these inequalities. The research was conducted through a combination of primary data, gathered from interviews with female music educators, and secondary data drawn from existing literature. This approach allowed for a balanced, critical analysis while reducing the risk of confirmation bias, through the use of both qualitative and quantitative research methods. 

The ability to collaborate effectively was essential in both our teaching approach and our learning process. The collaborative teaching experience provided a valuable opportunity for our group to demonstrate our understanding of the Creative Educational Practice (CEP) module by designing activities that promoted creativity and interactive engagement. In this group assessment, we examined the rationale behind our chosen topic, discussing its relevance within the wider context of the course. We also evaluated the collaborative planning process, focusing on how we balanced shared responsibilities while maintaining individual accountability. Furthermore, we reflected on the teaching strategies we employed to ensure effective delivery and learner engagement. Lastly, we considered how participant and peer feedback influenced our final co-authored submission, allowing us to identify the strengths of our collaborative work and address areas where we could grow. This reflection helped us appreciate the value of teamwork in educational settings and provided insights for future collaborative practices. 

This is my educational autobiography, which I wrote when I was 22 years old. Reflecting back on my academic journey at that stage of my life, I documented the experiences, challenges, and milestones that had shaped my growth as a learner and as an emerging educator. Writing this autobiography allowed me to capture not only the knowledge I had gained but also the personal insights I developed through various educational settings, from early schooling to higher education. At 22, I was beginning to understand how my past learning experiences influenced my goals, values, and teaching philosophy, and I wanted to preserve these reflections as a foundation for my continued professional and personal development. This autobiography served as both a record of where I had come from and a roadmap for where I aspired to go in my career and life as an educator. 

According to research, the genetic foundations that assisted the development of the human brain had made no fundamental changes in fifty thousand years. Despite this, humans continued to adapt and evolve, largely due to their individual cognitive potential. Humans created hundreds of inventions, ranging from technological devices and symbolic systems such as mathematics to institutions designed to regulate cooperation. This remarkable learning ability allowed newborns to adapt to the world they were born into; however, there were undeniable individual differences in learning abilities among human beings. Cognitive psychology researchers developed models of information processing and human memory in an attempt to explain how humans learned from a general perspective. Meanwhile, the variation among individuals became a key focus for psychometric intelligence researchers. Although both research fields had proceeded independently, they converged as both investigated the concepts of memory and knowledge. Within this review, I studied human information processing and its potential role within academic learning. A brief overview of the history surrounding psychometric intelligence research was combined with recent work on the role of intelligence in modern society and the nature versus nurture debate. Finally, approaches to investigating general differences and differential perspectives were analysed in the conclusion of this review.