Nicola Martin – författare

Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest.

This essential text focuses on the principles of Universal Design for Learning (UDL) and how they should underpin thinking in embedding inclusive practice. The Covid-19 pandemic meant the higher education sector had to rethink curriculum delivery and now has the opportunity to build on this momentum towards full UDL. The book translates the principles of UDL into research-informed inclusive practice, looking at UDL from the perspectives of various marginalised groups, including but not limited to categories protected by the Equality Act 2010. Curriculum content and delivery is considered as well as factors such as digital poverty. Readers are invited to consider a more nuanced understanding of teaching and learning which celebrates and accommodates diversity.

Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest.

This essential text focuses on the principles of Universal Design for Learning (UDL) and how they should underpin thinking in embedding inclusive practice. The Covid-19 pandemic meant the higher education sector had to rethink curriculum delivery and now has the opportunity to build on this momentum towards full UDL. The book translates the principles of UDL into research-informed inclusive practice, looking at UDL from the perspectives of various marginalised groups, including but not limited to categories protected by the Equality Act 2010. Curriculum content and delivery is considered as well as factors such as digital poverty. Readers are invited to consider a more nuanced understanding of teaching and learning which celebrates and accommodates diversity.

This book examines militarisation in Scotland and North America from the Jacobite Uprising of 1745-1746 to the outbreak of the American Revolutionary War in 1775. Employing a transatlantic, case study approach, it investigates the overarching cultural frameworks, individual circumstances, and local conditions guiding the actions and understandings of British army officers as they waged war, pacified hostile peoples, and attempted to assimilate ‘other’ population groups within the British Empire. The process of militarisation fundamentally altered how officers viewed imperial populations and implemented empire on geographical fringes, leading to the development of a military-imperial mentality where the direct and indirect experiences of the army in Scotland were transferred and adapted to the challenges the army faced in North America. Centring the British army in the imperial crisis, this book widens our understanding of eighteenth-century British imperialism and demonstrates the material role military commanders, as important agents of empire, played in the coming of the American Revolution.