Collaboration has also become central to how I teach. A recent highlight was facilitating a workshop in Istanbul with Sarah Hall, where we co-developed an embodied walking and drawing session for MA students and conference delegates. Working alongside Sarah reinforced how powerful co-teaching can be. We balanced structure with openness, modelling dialogue, reflection and creative risk in real time. The workshop reminded me that teaching is not a solo act; it is relational. Knowledge emerges through shared noticing, conversation and trust.
Whether in Preston or Istanbul, I’m increasingly aware that inclusive teaching depends on collaboration — with colleagues, with students, and with the methods themselves.
This Fellowship feels less like an endpoint and more like a marker in an ongoing process of reflective, collective practice.
