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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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In this final chapter of the collectionwe return to the aims and objectives of the book, and explore the emerging themes across the collection, as well as indicating future areas for study. The first section of the chapter draws together themes around conceptualizing the ‘small island’; the second section explores how the small island context offers scope for reconceptualizing higher education provision; and the final section outlines the value of a future research agenda focused on higher education in small islands.

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This collection shifts the focus of higher education research away from the traditional urban centre and onto small island contexts across the world. Introducing the small island as a context for higher education delivery this book extends beyond the existing literature on higher education in small states, arguing for the value specifically of the small island as a conceptual frame for exploring multiscalar dynamics between global, national and local contexts in higher education provision. Drawing on examples from around the world, the book identifies how the small island opens critical questions relevant to higher education scholarship much more widely about the purposes and functions of higher education especially in relation to national, regional and local development, as well as questions about specific issues in higher education such as quality and management. The insights offered by the contributions in this book will be relevant to higher education scholars as well as scholars in the field of island studies, and especially those concerned with the relationship of higher education provision to regional and island development.

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This chapter explore the ways in which global imperatives and processes implicate and are embodied in and through local Indigenous knowledges and ways of meaning-making within the context of Oceania. The chapter articulates conceptualizations of small island higher education using local Indigenous perspectives and practices and decolonial intentions that seek to inspire and empower local communities in higher education spaces across Tonga and Aotearoa New Zealand. Through the method of talatalanoa, examples from the first author’s experiences of decolonial work across higher education spaces in Tonga and Aotearoa New Zealand are discussed. Decolonial work across higher education spaces is ongoing and fonua-whenua-inspired, relying on theory to activate the authors’ analyses of relational Indigenous being and becoming in Oceania. This chapter concludes by drawing attention to the importance of thinking globally but acting locally as a critical Oceanian practice that centres the things that really matter to local peoples, communities and small island states.

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