The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work

Pithouse-Morgan, Kathleen; Madondo, S'phiwe; Grossi, Edwina

doi:10.1007/978-3-319-97106-3_8

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…In keeping with the arts-based method of enquiry, poetry was utilised as an interpretive response to the data we generated through the river of experience exercise and puppet show. In this project poetry was used as a form of professional learning (Pithouse-Morgan et al, 2019). "Poetry is increasingly recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researcher in qualitative studies," according to Pillay et al (2017, p. 262).…”

Section: Figure 13: the Puppetsmentioning

confidence: 99%

Keeping up with changing times: Student leaders, resilience, fragility and professional development

Dick

Müller²,

Malefane³

2022

JSAA

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The Fallist movements of 2015/16 brought about rapid changes in the South African higher education space, which required student leaders to rethink their role as agents of change and transformation. Student leaders contribute as stakeholders and decision-makers in student governance, and some find themselves in a context where their working and living spaces become increasingly entangled. This is a particularly challenging context, where they are encouraged to think beyond the professional-personal binary. In this paper, we focus on the challenges student leaders face as peer educators in both on- and off-campus residences. The resilience and fragility of student leaders, and how these play out in their experiences at the University of the Free State, will be highlighted. The importance of self‑reflection, resilience and fragility in professional development will be explored. Through a study that included survey data as well as arts-based methods, we engaged with student leader experiences in order to understand how they negotiated challenges in a space of transformation and constant change. We found arts-based research to complement and support the more conventional data-gathering process. Our paper thus highlights how methodological inventiveness can address new and different questions that arise in our rapidly changing space. Through this, we hope to zoom in on the complex micro-social experiences of student leaders who live in spaces of transformation. Student leaders are in a unique position as people who live and work in the student community, and their role as peer educators remains unexplored. In this paper, we hope to contribute to a body of knowledge that could foreground student leadership in relation to transformed pedagogy.

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Section: Figure 13: the Puppetsmentioning

confidence: 99%

Keeping up with changing times: Student leaders, resilience, fragility and professional development

Dick

Müller²,

Malefane³

2022

JSAA

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“…The focus of my postdoctoral poetic inquiry has not been on creating poems that exhibit literary proficiency or artistic value; my core emphasis has been on composing poetry for the educative purposes of researching and enhancing professional learning. I have witnessed how researchers and research participants who might not define themselves as "qualified" poets can create quite simple poems as research data, representations, and interpretations (Pithouse-Morgan, Naicker, Pillay, Masinga, & Hlao, 2016;Pithouse-Morgan, Madondo, & Grossi, 2019). Through this work, I have become mindful of how, in contexts such as South Africa, "where lack of access and generative exposure to poetry and other art forms in the actual school curriculum remain a pressing issue of social and cultural injustice, formal qualifications or even practical experience within the literary arts might be more usefully seen as a desirable development rather than as a prerequisite for poetic professional learning" (Pithouse-Morgan et al, 2019, p. 149).…”

Section: What'smentioning

confidence: 99%

Choosing My Own Adventures

Pithouse-Morgan

2020

The Doctoral Journey

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I teach graduate courses and supervise graduate students' research in the academic specialisation of teacher development studies at a South African university. My students are teachers with diverse educational backgrounds, teaching a variety of subjects in schools and higher education institutions. My scholarship is grounded in teacher professional learning. In my doctoral research, I studied my own professional learning through teaching in three graduate teacher education courses. I took a narrative self-study stance toward research and pedagogy to explore my lived experience as a novice teacher educator (Pithouse, 2007). My intention was to add further understanding and impetus to the growing body of work that explores and values the teacher self and teachers' self-study in the context of lived, relational educational experience (see, for example, Samaras, 2011;Loughran, Hamilton, LaBoskey, Russell, 2004). I created a "narrative self-study research collage" to represent and engage with a range of data from my teaching in the three courses (Pithouse, 2007, p. 44). The methodological contribution of my thesis was the development and use of this textual collage, which drew on visual and language arts-based approaches to educational research, as an alternative medium for data representation (Eisner, 1997). With the collage, I intended to give a vivid, evocative, multifaceted account of my experience of learning through and from

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Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing

Pithouse-Morgan

Samaras

2021

Self-Study of Teaching and Teacher Education Practices

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The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work

Cited by 5 publications

References 23 publications

Keeping up with changing times: Student leaders, resilience, fragility and professional development

Keeping up with changing times: Student leaders, resilience, fragility and professional development

Choosing My Own Adventures

Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing

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