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- Protected: Beyond Neurotypical Norms: A Student-Led SIG Towards Intersectional Inclusion for Neurodivergent, Queer, and Disabled Communities at LCC. Reflective Report
- Neutrality is not anti-racist: rethinking pedagogy in HCI and Higher Education
- Beyond Neurotypical Norms: Intersectional Inclusion for Neurodivergent, Queer, and Disabled Communities at LCC. A Proposed Intervention.
- When faith intersects with gender: students’ voices and inclusive academic challenges around religions
- Neurodiversity, race and gender: considerations for academic practices
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Author Archives: Antonella Nonnis
Protected: Beyond Neurotypical Norms: A Student-Led SIG Towards Intersectional Inclusion for Neurodivergent, Queer, and Disabled Communities at LCC. Reflective Report
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Neutrality is not anti-racist: rethinking pedagogy in HCI and Higher Education
Professor Arif Ahmed recently claimed that “universities should be neutral to any matter on which there is controversy” (Ahmed, 2023). On the surface, this may appear to safeguard academic freedom. But through the lens of anti-racism, this notion of neutrality … Continue reading
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Beyond Neurotypical Norms: Intersectional Inclusion for Neurodivergent, Queer, and Disabled Communities at LCC. A Proposed Intervention.
UK Academia is primarily structured around neurotypical norms, white-centred curricula and (heteronormative) role-models, and able-bodied spaces and access, posing significant challenges for neurodivergent, brown, black and ethnically marginalised, disabled and LGBTQIA+ academics, students and technicians, who often face additional barriers … Continue reading
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When faith intersects with gender: students’ voices and inclusive academic challenges around religions
In 2022, I worked with an Iranian student who was required to submit an interactive data visualisation about a topic that interested them, which involved working on religion, authoritarian rule, gender oppression, and lack of freedoms – the 2022 Iran protests. … Continue reading
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Neurodiversity, race and gender: considerations for academic practices
The first workshop on using intersectionality (Crenshaw, 2013) to examine how disability intersects with identity factors like race and gender left me unsettled. While I deeply value these discussions, the workshop only skimmed the surface and failed to offer actionable … Continue reading
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CS3. Assessing learning and exchanging feedback: Challenges in meeting student’s needs with limited time
Contextual Background (c.50 words): There are many key challenges when assessing Y2 BA students studying UXD. For this blog, I will focus on the large number of students in class, the part-time contract, and the inability to give periodic one-to-one … Continue reading
Review of Teaching Practice: Tutor Observing Antonella
Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity Size of student group: 39 Observer: Karen Matthewman Observee: Antonella Nonnis Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not … Continue reading
Review of Teaching Practice: Antonella Observing Matt
Session/artefact to be observed/reviewed: Workshop plan Size of student group: 6 – 8 Observer: Antonella Nonnis Observee: Matthew Carless Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it … Continue reading
Review Of Teaching Practice: Matt Observing Antonella
Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity Size of student group: 39 Observer: Matt Careless Observee: Antonella Nonnis Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not … Continue reading
CS2. Bridging Language Barriers: Planning and Teaching Sessions to Meet the Needs of Diverse Classrooms
Contextual Background In my teaching context, I work with diverse Y2 BA students, many of whom face language barriers that impact their learning experiences. The class comprises fluent English speakers and students for whom English is a second or third … Continue reading