Creativity in the lives of English teachers

Voices through found poetry

Datos Bibliográficos

ID21547993
AutoresMartin Matthews (0000-0002-2251-9095, University of Chester, autor de correspondencia)
Año2022
Volumen56
Número4
Páginas357-371
Fecha de publicación2022-10-02
Open AccessNo
TipoARTICLE
RevistaEnglish in Education (JOURNAL)
Identificadores de la revistaISSN: 0425-0494 • E-ISSN: 1754-8845
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/04250494.2022.2095898
OpenAlexW4287377112
IdiomaEN
Referencias citadas25

This arts-based research explores the place of creativity in the lives of a focus group of teachers of English in an English secondary school who work within an increasingly performative educational system. As well as interrogating the place of creativity in their lives, the study explores how found poetry can be used as a research method to collate, analyse and then represent data. The poems are produced from semi-structured individual interviews. The participants were able to scrutinise and reflect upon the poems before returning for a second interview. This process helped strengthen the findings and gave a deeper understanding of their experiences regarding creativity. The findings suggest that the participants have limited space to be creative, or to think differently in their teaching practice. The limited space to be creative comes from normalising practices of a performance culture, but the restrictions are extrinsic and internally imposed by the participants

Aesthetics · Art · Creative writing · Creativity · Focus group · Linguistics · Literature · Pedagogy · Performative utterance · Poetry · Sociology · The arts · Visual arts · Anthropology · Art Education and Development · Creativity in Education and Neuroscience · Literacy, Media, and Education · Psychology · Social Psychology