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This case study describes the impact of two poetry collections authored by Dr Abi Curtis, Senior Lecturer in Creative Writing and English Literature. The research explored and disseminated in two journal articles is intrinsically linked to the two poetry collections, which are practice-based explorations of an ongoing body of research. The research conducted in the two academic articles has had a direct impact on the practice-based work — the two poetry collections. These, in turn, have had impacts on the reading public, other artists, and students in different disciplines.
The impact of Professor Nigel McLoughlin's work has two main, interrelated facets. The first is the public dissemination of his poetry through a variety of media, including mass media. His work takes the Irish troubles as a main context, and addresses themes of violence, invasion, identity, belonging, and tradition. He has published widely and has been invited to perform his work to public audiences at numerous literary festivals. The second is his academic research into pedagogy and poetics. Here his academic work examines the creative process and principles of making poems and his research reflects how one can explore and teach the various textual, musical, rhythmic, formal and thematic considerations of poetry. His own poetry bears out this reflective relation to expressivity through its perpetual experiments with formal and musical considerations, imagery and the relationship of the poetic whole to multi-sensory images and embodied thought.
The case study will discuss, and provide qualitative evidence of the ways in which Julie Maclusky's action research into developing approaches to teaching creative writing in primary schools has contributed to the thinking, training and continuing professional development of primary school teachers and their teaching practice. It will illustrate the emerging impact that the research has had on the practices of primary schools in teaching creative writing and on the value and success of those practices to developing articulacy and literacy amongst primary school-aged children.
The Military Writing Network (MWN) was founded in 2009 by Siobhan Campbell, Principal Lecturer in the Department of English Literature and Creative Writing, Kingston University London. Drawing on research by Professor Rachel Cusk, Dr. Meg Jensen and Professor Vesna Goldsworthy into the interface between testimony, trauma literature, autobiographical fiction and recovery from trauma and related disorders, the MWN created and sustains partnerships with organisations working with veteran soldiers, sailors and airmen and their families toward investigating how creative writing practice can help them cope with issues relating to combat stress, both inside and outside mental health environments.
Two successive ESRC studies by Myhill and Jones have shaped national policy and practice in the teaching of writing in the UK and internationally, by establishing an appropriately evidenced rationale for grammar in a pedagogy for writing. Rapporteur A (Study 2) noted that `the grant-holders should be congratulated for their activities in ensuring that relevant policy-makers are aware of and take in to consideration appropriate empirical evidence that they have gathered' and Rapporteur B believed that the research `has had more impact than any other UK educational project'. Specifically the two studies have had an impact by:
This case study details the impact of a specific area of original research carried out as part of the Unit's wider commitment to pedagogy. It shows how research and development of the use of VLEs at the HEI has had a significant influence beyond the HEI in the following ways:
As a prize-winning poet, novelist and teacher of Creative Writing, Professor Philip Gross's work is concerned with the development of individuals' creative practice (both adults' and children's), outside the academy as well as inside it. His work has led to a wider awareness of the ways in which creative process, particularly through cross-arts collaboration, can enhance our understanding of some of the most urgent challenges of contemporary society. Offering models of peace-building and communication in an age of cultural diversity and migration, it encompasses creative ways of envisioning the environment as well as human issues of dispossession, health and ageing.
The focus on creativity in educational practices at Chester is through the Centre for Research into Education, Creativity and Arts through Practice (RECAP), directed by Adams (since 2010) and Owens (since 1993). They have worked worldwide to bring creativity into educational and professional practices by developing innovative approaches to teaching and learning. Their research has brought about extensive international partnerships between HE, arts and professional and business institutions and groups, which has informed policy development on creative education worldwide. Their contemporary creative pedagogies have impacted on teacher education and the professional development of teachers, arts groups, communities and businesses throughout this international community.
This study details the impact of Nicholas Royle's research on the teaching of literary theory and creativity in HEIs and beyond. Royle co-authored the textbook An Introduction to Literature, Criticism and Theory (ILCT) with Andrew Bennett (Bristol). The book has achieved significant international reach, changing the way in which literary theory is taught in HEIs. Central to this project is a concern with how literary theory can be taught creatively and with new ways of linking theory and creative writing in the academy and beyond, approaches furthered by Royle's development of Quick Fictions events and a web-based app with Myriad Editions.
The research in this impact case study has affected discourses concerning professional development and pedagogy from early years classrooms to higher education. By challenging orthodoxies, researchers have delivered new and generative understandings of teacher knowledge that have influenced debate in educators' communities and professional associations. Consequently, these bodies have used our research to guide their approach to the advancement of policy, practice and professional development in all education sectors. The impacts of our research have reached out to a range of national contexts including the UK, Australia, Cyprus, and South Africa.