Research

 

You will find a complete range of our monographs, muti-authored and edited works including peer-reviewed, original scholarly research across the social sciences and aligned disciplines. We publish long and short form research and you can browse the complete Bristol University Press and Policy Press archive of over 1,500 titles.

Policy Press also publishes policy reviews and polemic work which aim to challenge policy and practice in certain fields. These books have a practitioner in mind and are practical, accessible in style, as well as being academically sound and referenced.
 

Books: Research

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Chapter 6 serves as an epilogue, reflecting on the poetic journey in higher education. It evaluates the impact of poetic approaches, adjusting methodologies, and sustaining momentum. The chapter discusses the future of poetry in higher education and offers final reflections on integrating poetry into teaching and learning.

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A Creative Approach to Teaching, Learning, and Research

This book invites us to consider the profound impact that poetry can have in shaping personal and professional development in a higher education setting.

Suitable for educators, learners, and practitioners, it offers a transformative learning approach in using poetry for teaching, assessment, research, and reflection. The book includes diverse examples, case studies, and practical exercises, demonstrating poetry's application in personal and professional development in a higher education setting.

Each chapter guides readers through these processes, empowering them to integrate poetry into their own teaching and learning practices in a way that is creative, inclusive, and impactful.

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Chapter 3 presents poetry as a tool for authentic assessment in higher education. It explores designing poetry assessments, providing feedback, and addressing challenges and barriers in this context. The chapter emphasises the value of poetry in enhancing reflective practices and emotional intelligence among students, supporting a more comprehensive understanding of subject matter.

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Chapter 5 focuses on the role of poetry in reflective learning. It discusses how poetic reflection can shift perspectives, promote empathy and support inter- and intrapersonal development. The chapter includes case studies and exercises for planning reflective activities, promoting poetic reflection among colleagues.

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Chapter 4 explores the potential of poetry in higher education research. It discusses methods and techniques for using poetry in academic research, addressing challenges, and finding solutions. The chapter includes case studies and practical exercises demonstrating poetry’s application in practice, emphasising its role in enhancing research methodologies and outcomes.

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Chapter 1 introduces the transformative potential of poetry within higher education, exploring its benefits across various disciplines. It discusses overcoming challenges in integrating poetry, supported by practical strategies and diverse case studies. This chapter sets the stage for understanding how poetry can enrich teaching and learning experiences, advocating for a holistic, emotionally intelligent approach to higher education.

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Chapter 2 explores the practical applications of poetry in teaching and learning environments. It explores poetry’s role in enhancing critical thinking, creativity, and engagement in the classroom. The chapter offers strategies for facilitating poetry sessions, addressing challenges, and includes case studies demonstrating poetry’s integration across different disciplines. The focus is on timing, authenticity, transformative learning, and the concept of ‘good enough’ poetry in teaching.

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Research on disability issues should be done with or by Persons with Disabilities as experts with lived experience. As such, a collaboration that uses participatory methods is significant to ensure Persons with Disabilities can meaningfully participate in research co-production. This chapter shares reflections and takeaways of co-researching with Persons with Disabilities as co-researchers in Indonesia in a post-disaster context through dialogue. The authors met via videoconferencing and had collaborative conversations to reflect on co-researching processes, including expectations, successes, challenges, impacts of co-research, and the learning from using participatory methods. The authors write with six individual voices to emphasise different positionalities and experiences. By using a dialogical approach, the authors seek to demonstrate the dynamics of managing a participatory co-production of research, which entails some complexities in shared decision-making and power relations among collaborators from different backgrounds.

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This chapter narrates the lived experience of the author, a researcher who publicly identifies as a transwoman/transfemme or Thirunangai (Tamil equivalent of transwoman) from Chennai, India. Using an autoethnographic approach, the author acts against the universalisation and homogenisation of sexual and gender diversity and trans and gender diverse lived experience. Estelle first establishes her positionality as related to lived experience-led research and how such approaches can be decolonised and disrupted. Then, she talks about her experiences at different stages of her life and explains her reasons for wanting and choosing to become a researcher on sexual and gender diversity and trans and gender diverse people. Finally, Estelle shares her lived experience as a researcher. She takes a stand on research ethics and the current issues in relation to research on sexual and gender diversity and provides suggestions for researchers who may be interested in pursuing research on these topics.

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How can knowledge based on lived experience dismantle norms in the academy about what counts as expertise and whose perspectives are valued? This book aims to disrupt dominant approaches to researching lived experience and rethink what constitutes knowledge. People with direct experiences of social injustices know the nuances and complexities of their experiences and are best placed to speak about them and contribute expertise on problems and solutions. However, the unique and subjective insights grounded in lived experience-led knowledge are still undervalued. The chapters in this edited collection re-value lived experience as a rich form of knowledge that can lead research, teaching and advocacy efforts towards social justice. The contextual insights in each chapter firmly position lived experience-led scholarship as an ethical and meaningful pathway to decolonise and disrupt dominant approaches. Using diverse methodologies, the authors contribute to reversing the overreliance on the perspectives of privileged scholars and researchers with limited experiences or knowledge of the issues about which they claim to have expertise. The chapters outline culturally safe and trauma-informed approaches to create spaces where experts by experience can exercise agency in social justice-focused initiatives. Rather than claiming a singular ‘truth’ about lived experience-led expertise, the authors take readers along a journey of understanding complexities and messiness to inform ethical and collaborative practices. Collectively, we challenge readers to consider how they value knowledge grounded in lived experiences and how they should engage with lived experience-led research and scholarship.

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