Learned words: how poetry can be used to reflect on staff belonging in higher education

Illingworth, Sam; Grimwood, Marita

Abstract

This research uses poetry as a form of data to explore a sense of ‘belonging’ for staff working in higher education. Poetic content analysis was explored as a research method and using poetry in this way has allowed for a nuanced exploration of questions of belonging in the context of individual intersectional identities. Following an analysis of eighteen poems submitted by staff working in higher education four major categories emerged: ‘Community’, ‘Exclusion’, ‘Transformation’, and ‘Self’. These emergent narratives led to several recommendations that institutions and individuals might consider implementing to create a more positive sense of belonging for all staff working in higher education. These recommendations and emergent narratives are centred around a willingness for higher education as a sector to better recognise and nurture the deep-rooted commitment that is shared by many staff to the potential of higher education both now and in the future.

Citation

Illingworth, S., & Grimwood, M. (2024). Learned words: how poetry can be used to reflect on staff belonging in higher education. Journal of Further and Higher Education, 48(2), 208-225. https://doi.org/10.1080/0309877x.2023.2301006

• Journal Article Type: Article
• Acceptance Date: Dec 22, 2023
• Online Publication Date: Jan 15, 2024
• Publication Date: 2024
• Deposit Date: Jan 5, 2024
• Publicly Available Date: Feb 1, 2024
• Print ISSN: 0309-877X
• Electronic ISSN: 1469-9486
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 48
• Issue: 2
• Pages: 208-225
• DOI: https://doi.org/10.1080/0309877x.2023.2301006
• Keywords: Belonging, wellbeing, innovative pedagogy, higher education, staff experience, poetry
• Public URL: http://researchrepository.napier.ac.uk/Output/3445543