Nicole Brown
http://www.nicole-brown.co.uk

UCL Institute of Education
United Kingdom

Nicole Brown is a Lecturer in Education at UCL Institute of Education and a doctoral researcher at the University of Kent. She holds the Magistra Philosophiae, Master of Teaching and Diploma in Translation and is a Senior Fellow of the Higher Education Academy. Nicole is a qualified teacher in Austria and the UK and worked as a secondary teacher of modern foreign languages before moving into higher education. Her research interests relate to identity and body work, physical and material representations and metaphors, the generation of knowledge, and advancing learning and teaching within higher education.

Contact details: nicole.brown@ucl.ac.uk Web site: www.nicole-brown.co.uk Twitter: @ncjbrown

Aly Jafferani
UCL Institute of Education

Aly Jafferani is studying in the Secondary Teacher Education Programme (STEP), a joint programme between University College London-Institute of Education (UCL-IOE) and The Institute of Ismaili Studies (IIS) leading to MA in Education (Muslim Societies and Civilisation) and MTeach. He is currently a trainee teacher in the UK, where he has taught in both mainstream and faith-based schools as part of the programme. After the completion of the programme, he will travel back to his home country (Pakistan) to serve in faith-based schools. His interest area lies in improving teaching-learning practices, specifically in the genre of sensory history.

Vanessa Pattharwala
UCL Institute of Education

Vanessa Pattharwala was originally from India and is currently, as a trainee teacher, pursuing the Secondary Teacher Education Programme (STEP) in the UK. The programme is a collaboration between the Institute of Ismaili Studies (IIS) and University College London- Institute of Education (UCL-IOE), which awards Masters in Teaching and Master of Arts in Education (Muslim Societies and Civilisation). She has taught in both mainstream and faith-based schools in the UK as part of this programme and, soon after completing it, she expects to return to her home context and teach in the faith-based schools there. She is interested in improving her teaching skills by devising pedagogies which utilise arts as a means of exploring the various facets of faith.