Edwin Creely
Dr Edwin Creely is an educator, academic, and writer with an interest in poetry, literacy, philosophy, performance studies, creativity. digital pedagogy, religion, critical discourse analysis and learning. He has wide ranging experience in education from primary and secondary to tertiary and adult education. His research interests include the nature of learning, creative processes, phenomenological research, alternate research methodologies, learning with digital technologies, graduate education, performance and literacy.
Supervisors: Associate Professor Janet Scull and Associate professor Michael Henderson
Phone: 0438794914
Address: PO Box 300 Hastings, Victoria, Australia, 3915
Supervisors: Associate Professor Janet Scull and Associate professor Michael Henderson
Phone: 0438794914
Address: PO Box 300 Hastings, Victoria, Australia, 3915
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Papers by Edwin Creely
tri-modal model for understanding creativity and applying it to uses of technology in the classroom. An example of an innovative writing program at a school is used to illustrate the application of the model.
The presentation/workshop explored an experimental writing space developed at Maranatha Christian School during 2015. The space was designed to encourage writing, discussion and creativity in a supportive, safe and open space of writing in which staff and students were fellow writers together. The practice and theory of this initiative are outlined in the presentation.
The article is a provocation and an exploration of holism and the centrality of the body in educational discourse. Its core theme is that education needs to be more strongly informed by embodied practices.
Objective: The presentation will provide an examination of one student’s PhD experience. The presenters will argue that a hermeneutical approach to analysis is an important complementary approach to developing understanding about how doctoral students negotiate their way through the hurdles of early candidature and adapt their lives and identities.
Method: A hermeneutic approach, drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, was employed as a way forward to a deeper understanding of personal experiences and intersubjective knowledge. His notions of narrative, memory, human frailty and transcendence were utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty.