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.
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
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.
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.
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.
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.
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.
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.
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.
The Ethiopian strand of our cross-national research took place in Tigray during a devastating civil conflict. This supplementary chapter draws on testimonies and artefacts shared by teachers as part of fieldwork in 2021, and reports on their experiences of trauma, displacement, the destruction of lives and schools, and the implications for the teaching profession in the years ahead.
This chapter provides a rationale for viewing teacher professionalism in the global South in its wider sociocultural and economic context, with due attention to the colonial experience and ongoing condition of ‘coloniality’ which continues to shape education. In the global education policy space, dominant models of teacher professionalism are grounded in the assumptions and agendas of Northern actors and institutions. It is argued that understandings of teacher professionalism should be grounded in the perspectives, experiences and conditions of teachers in low- and middle-income countries in the global South. The chapter introduces Ndlovu-Gatsheni’s understanding of ‘coloniality’, which will be used to frame the analysis and arguments in later chapters.
The chapter starts by setting out the research questions guiding the study. It explains the comprehensive, systematic, critical, accessible and decolonial approach used to review the global literature. It then sets out the co-creative approach that was used in working with teachers to develop the book. It explains the sampling approach for selecting teachers in each country, provides an overview of the phases of research and research methods used and provides a contextual background to the study.
