Edwin (Ed) Creely is a lecturer in the Faculty of Education at Monash University.
He is an educator, academic, and writer with an interest in creativity, poetry, literacy, creative writing. theory and philosophy, digital pedagogy and technology, leadership and lifelong learning. He has wide ranging experience in education from primary and secondary to tertiary and adult education.
His current projects include English language learning and technologies for migrants and refugees, creativity, risk and failure in policy and practice, poetry pedagogy, leadership in education, and an ethnographic investigation of an older adult poetry class.
Core to Ed’s work is his interest in innovation and creative practices, transdisciplinary research and bringing new models and perspectives to educational research and practice. He also has an abiding interest in phenomenology and its applications in educational research.
- creativity, technologies and innovation
- literacy, including academic literacies and L1/L2 practices
- creative practices: poetry, writing, drama and digital composition
- digital pedagogy
- graduate education, including doctoral education
- phenomenological inquiry and understanding learning
- the intersections of theory and practice
- critical discourse analysis (CDA)
- lifelong learning
Tour, E., Creely, E., & Waterhouse, P. (2021). “It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context. Adult Education Quarterly. https://doi.org/10.1177/0741713621991516
Waterhouse, P., Creely, E. Southcott, J. (2021) Peak moments: A teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning,
Teaching and Teacher Education, 99. https://doi.org/10.1016/j.tate.2020.103275. Available at http://www.sciencedirect.com/science/article/pii/S0742051X20314669
Raphael, J., O’Mara, J., Whitburn, B., Creely, E., Anderson, K. & Moss, J. (2021). Encountering Diversity: Drama as a transformative pedagogy for preparing inclusive-minded teachers. In Studies in Inclusive Education: Inclusive Education is a Right, right? London: Brill. https://doi.org/10.1163/9789004434783
Creely, E., & Southcott, J. (2021). “I can’t do without my poetry”. A post-qualitative, phenomenological investigation of a poetry class of older Australians. In E. Creely, D. Lyons, K. Carabott, & J. Southcott (Eds.) Phenomenological Inquiry in Education: Theories, Practices, Provocations and Directions (pp. 196-209). Routledge.
Creely, E. (2020). Students as writers – strengthening the agency of students as creative writers in the middle school. Literacy Learning: the Middle Years, 28(2), 7-18. Available at https://www.academia.edu/43437490/Literacy_Learning_the_Middle_Years_Students_as_writers_-strengthening_the_agency_of_students_as_creative_writers_in_the_middle_school
Henriksen, D., Creely, E. & Henderson, M. (2020). Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201-209. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/primary/p/216179/.
Creely, E., Henriksen, D., & Henderson, M. (2020). Three Modes of Creativity. Journal of Creative Behavior. https://doi.org/10.1002/jocb.452
Creely, E. & Southcott, J. (2020). Developing perceived self-efficacy in later life through poetry writing. An analysis of a U3A poetry group of older Australians. International Journal of Lifelong Education, 39(2), 191-204. DOI: 10.1080/02601370.2020.1737589
Raphael, J., Creely, E., & Moss, J. (2019). Developing a drama-based inclusive education workshop about disability for pre-service teachers: a narrative inquiry after Scheler and Levinas. Educational Review. DOI: 10.1080/00131911.2019.1695105
Miles, J., Creely, E., & Pruyn, M. (2019). From ‘Year 9 dropout’ to doctoral candidate: An autoethnographic journey of becoming (with friends). International Journal of Lifelong Education. DOI: 10.1080/02601370.2019.1678690.
Mehta, R., Creely, E. & Henriksen, D. (2019). A Profitable Education: Countering Neoliberalism in 21st Century Skills Discourses. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. Hershey, PA: IGI Global.
Creely, E. & Henriksen, D. (2019). Creativity and digital technologies. Encyclopedia of Educational Innovation. New York: Springer. Available at https://link.springer.com/referenceworkentry/10.1007%2F978-981-13-2262-4_143-1.
Creely, E. & Laletas, S. (2019). Transitions, transformations and finding success. A phenomenological analysis of the experiences of a doctoral student in early candidature. Higher Education Research & Development. https://doi.org/10.1080/07294360.2019.1680957. Available at https://www.tandfonline.com/eprint/KBXMADNTFTNZUBTMV86E/full?target=10.1080/07294360.2019.1680957
Creely, E. (2019). ‘Poetry is dying’: Creating a (re)new(ed) pedagogical vision for teaching poetry. Australian Journal of Language and Literacy, 42(2), 116-127.
Creely, E. & Tour, E. (2019). EAL teachers’ professional learning about digital literacies: a socio-material perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1302-1309). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
Creely, E., Henderson, M. & Henriksen, D. (2019). Failing to succeed: The value of failure in creativity. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1403-1411). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
(2019).Failing in Creativity: The Problem of Policy and Practice in Australia and the United States.Kappa Delta Pi Record,55(1),4-10,
Creely, E. & Diamond, F. (2018, November 21). Where has the joy of writing gone and how do we get it back for our children? The Conversation. Retrieved from https://theconversation.com/where-has-the-joy-of-writing-gone-and-how-do-we-get-it-back-for-our-children-101900
Creely, E., Henriksen, D. & Henderson, M. (2018). Understanding creativity and the role of technology in education: a tri-modal approach. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2495-2503). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 29, 2018 from https://www.learntechlib.org/primary/p/184663/
Creely, E. (2018). What’s poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy learning: The middle years, 26(3), 64-70
Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E. & Tienken, C. H. (2018). Creativity and Technology in Education: An International Perspective. Technology, Knowledge and Learning, 23(2), 409-424.
Creely, E. (2018). Google and education: a critical perspective. Digital Education Research@Monash. http://newmediaresearch.educ.monash.edu.au/lnm/google-and-education-a-critical-perspective/
Creely, E. (2018). ‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning.” International Journal of Research & Method in Education, 41(1), 104-122.