- Postdoctoral scholars in a faculty of education: Navigating liminal spaces and marginal identities
- Music, social learning and senses in university pedagogy: An intersection between art and academe
- Listening to what cannot be said: Broken narratives and the lived body
- Whither the humanities?— Reinterpreting the relevance of an essential and embattled field
- Inspiring desire: A new materialist bent to doctoral education in Arts and Humanities
- The theatrical and the accidental academic: An autoethnographic case study
- Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities
- Adapting intercultural research for performance: Enacting hospitality in interdisciplinary collaboration and public engagement
- Shifts in the treatment of knowledge in academic reading and writing: Adding complexity to students’ transitions between A-levels and university in the UK
- Blended English: Technology-enhanced teaching and learning in English literary studies
- Implementing a new doctor of creative arts program in the Chinese year of the fire monkey
- The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice
- A method for experiential learning and significant learning in architectural education via live projects
- Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective
- Tuning and History: A personal overview
- Tuning history: The French experience
- Tuning history
- Thoughts on history, tuning and the scholarship of teaching and learning in the United States
- Tuning history in Latin America
- Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning
- The yin and yang of Tuning History
- ‘To give an outsider an idea of what it could be like’: A case study of the creative representation of hearing voices