Dr Edwin Creely

Dr Edwin Creely


Edwin (Ed) Creely is a senior 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 (especially phenomenology), digital pedagogy and technology, artificial intelligence, and education, initial teacher education, Buddhist thought, 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 digital literacies for migrants and refugees, creativity in initial teacher education, risk and failure in policy and practice, poetry pedagogy, online and hybrid educational delivery, new horizons for phenomenological research, the nature of teacher 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.

Ed is a passionate poet. You can see his poems online.

List of the latest books of published poetry.

To sculpt a new David 

On the day the world died

O War!

Wake from slumber

Poet Warrior

Email: edwin.creely@monash.edu

ResearchGate: https://www.researchgate.net/profile/Edwin_Creely

Academia: https://monash.academia.edu/EdwinCreely

Twitter: @edcreely

Research interests

  • creativity, technologies and innovation in teaching and learning
  • literacy, including academic literacies and L1/L2 practices
  • creative practices: poetry, writing, drama and digital composition
  • digital literacies and pedagogies, online and hybrid learning
  • graduate education, including doctoral education
  • phenomenological inquiry in education
  • the intersections of theory and practice
  • critical discourse analysis (CDA)
  • lifelong learning
  • wellbeing and Buddhist practices

Publications since 2018

Kewanian, A., Southcott, J., & Creely, E. (2024). Dancing with Buber: an autoethnographic study of inclusion and disability and its ethical foundations. International Journal of Inclusive Education, 1–19. https://doi.org/10.1080/13603116.2024.2354365

Henderson, M., Tour, K., Agudelo Pena, M., Barnes, M. Waterhouse, P. & Creely, E. (2024). Generative AI in the Skills for Education and Employment (SEE) Program: Survey insights. https://doi.org/10.26180/25661358

Tour, E., Henderson, M., Creely, E., Waterhouse, P., Barnes, M., Agudelo Pena, M. & Patel, S. V. (2024). Harnessing generative AI: understanding the needs of the SEE programhttps://doi.org/10.26180/25650300

Creely, E., Henderson, M. & Tour, E. (2024). Digital empowerment for culturally and linguistically diverse adult learners from refugee backgrounds. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 279-287). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223994/.

Henderson, M., Mishra, P., Henriksen, D. & Creely, E. (2024). AI and the Art of Teaching: Enhancing or Eroding Educational Creativity?. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1258-1260). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224151/.

Creely, E. & Henriksen, D. (2024). Back to the future. Reconsidering the roots of creativity and future possibilities for education and teacher education. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1244-1252). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224149/.

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE42022495

Tour, K., & Creely, E. (2024). [Digital Literacies Framework]. Journal of Adolescent & Adult Literacy Podcast. https://podcasts.apple.com/us/podcast/journal-of-adolescent-adult-literacy-podcast/id1678225245?i=1000647391326

Creely, E ., & Blannin, J. (2023). The implications of generative Al for creative composition in higher education and initial teacher education. In T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, & B. Hurren (Eds.), People, partnerships and pedagogies. Proceedings ASCILITE 2023. Christchurch (pp. 357 – 361). https://doi.org/10.14742/apubs.2023.618

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2023). Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1309

Creely, E. (2023). Strategies for enhancing critical digital literacies. Literacy Learning: the Middle Years, 31(2), xii. https://drive.google.com/file/d/1eLx2rprEYyNkSClhM92MXgmBb-5s3Z6S/view?usp=sharing

Creely, E., Apps, T., Beckman, K., & McKnight, L. (2023). Chat About ChatGPT. Literacy Learning: the Middle Years, 31(2), 35-39. https://drive.google.com/file/d/1h1c6mwskrpnq-yFz78yzEmGEsGXwejSZ/view?usp=sharing

Tour, E., Creely, E., Waterhouse, P., Pham, X., Henderson, M., & Wallace, M. (2023). Navigating Challenging Digital Literacy Practices: The Settlement Experiences of Adults from Migrant and Refugee Backgrounds. Adult Education Quarterly. https://doi.org/10.1177/07417136231180867

Creely, E., & Janssen, K. (2023). Symbi(AI)tic thinking: New onto-epistemological understandings of generative AI for teacher education and beyond. Conference on Generative AI in Higher Education. Chinese University of Hong Kong. https://doi.org/10.13140/RG.2.2.27368.85764

Kewanian, A., Creely, E., & Southcott, J. (2023). Fierce parenting: An autoethnographic study of disability, inclusion, and ‘othering’. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2023.2203118

Creely, E., Henriksen, D. & Henderson, M. (2023). Artificial intelligence, creativity, and education: Critical questions for researchers and educators. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1309-1317). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE).

Tour, K., Henderson, M., Creely, E., Waterhouse, P., & Pham, X. (2023). Settling in digital Australia. AMES News. https://amesnews.com.au/latest-articles/settling-in-digital-australia/

Creely, E. (2023). Conceiving creativity and learning in a world of artificial intelligence: A thinking model. In D. Henriksen & P. Mishra (Edits.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 35-50). Springer. https://doi.org/10.1007/978-3-031-14549-0

Subban, P., Laletas, S., Creely, E., Southcott, J., & Fernandes, V. (2022). Under the sword of Damocles: Exploring the well-being of university academics during a crisis. Frontiers in Education, 7. https//doi.org/10.3389/feduc.2022.1004286

Creely, E., & Lyons, D. (2022). Designing flipped learning in initial teacher education: The experiences of two teacher educators. Australasian Journal of Educational Technology, 38(4), 40-54. https://doi.org/10.14742/ajet.7957

Creely, E. (2022, October 28).  Considering the theoretical foundations and ethics of conducting qualitative research [Conference presentation]. International graduate research symposium (IGRS), University of Languages and International Studies, Hanoi, Vietnam, October 28, 29, 2022. https;//doi.org/10.13140/RG.2.2.18708.37769

Creely, E. (2022). The challenges and possibilities of doing research in the contemporary digital world. Proceedings of the International Graduate Research Symposium (IGRS) (pp. 1-12). University of Languages and International Studies, Vietnam National University, Hanoi. https://drive.google.com/file/d/1zIRmay1c_q-iCL37mYrNvk0WOmSkbo3K/view?usp=share_link

Creely, E. (2022). Effective pedagogy and strategies for the reading, writing, and performing of poetry in the middle years. Literacy Learning: the Middle Years, 30(3), 8-19. https://drive.google.com/file/d/1Vw6XoHK4MOgpHGaBMoz_8_w4OIzjLJzj/view?usp=sharing

Creely, E., Henriksen, D., & Henderson, M. (2022). Moving beyond folk pedagogies towards hybrid and blended practices: A reflection on teacher education post-pandemic. In E. Baumgartner, R. Kaplan-Rakowski, R.E. Ferdig, R. Hartshorne, & C. Mouza (Edits.), A Retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 31-38). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221522/.

Creely, E., & Henriksen, D. (2022). Redesigning for student agency in university learning. A flipped approach for teaching successfully online. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Edits.), The future of online education (pp. 165-180). Nova Science Publishers. https://doi.org/10.52305/LERQ4827

Creely, E., Bao, D., & Waterhouse, P. (2022). Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators. Teaching and Teacher Education, 119, 103847.  https://doi.org/10.1016/j.tate.2022.103847

Creely, E., Southcott, J., & Creely, L.  (2022). Triggers, beginnings, and poetry making: the literacy practices of older Australian poetry writers. International Journal of Lifelong Education.  https://doi.org/10.1080/02601370.2022.2105968

Available at https://www.tandfonline.com/doi/full/10.1080/02601370.2022.2105968

Creely, E., & Lyons, D. (2022). Another way of looking at critical literacy. Considering the local and the personal in understanding the critical. Literacy Learning: The Middle Years, 32, 14-16.

Tour, E., Creely, E. & Waterhouse, P. (2022). Enhancing Digital Literacies with Adult English Language Learners. RoutledgeAvailable at https://www.routledge.com/Enhancing-Digital-Literacies-with-Adult-English-Language-Learners-Theoretical/Tour-Creely-Waterhouse/p/book/9780367677589

Henriksen, D., Creely, E., & Gruber, N. (2022). A conceptual model for pedagogies of care in online learning environments. Italian Journal of Educational Technology, 30(1), 75-91. doi: 10.17471/2499-4324/1238. Available at https://ijet.itd.cnr.it/article/view/1238/1141

Brooks, M., Creely, E., & Laletas, S. (2022). Coping through the unknown: School staff wellbeing during the COVID-19 pandemic. International Journal of Educational Research Open, 3, 100146. https://doi.org/10.1016/j.ijedro.2022.100146

Henriksen, D., Creely, E., & Mehta, R. (2022). Rethinking the Politics of Creativity: Posthumanism, Indigeneity, and Creativity Beyond the Western Anthropocene. Qualitative Inquiry. https://doi.org/10.1177/10778004211065813

Creely, E., Chowdhury, R., & Southcott, J. (2021). Academics’ understandings of the literacy needs of international graduate students. The Qualitative Report, 26(12), 3787-3804. https://doi.org/10.46743/2160-3715/2021.4951

Henriksen, D., Mishra, P., Creely, E., & Henderson, M. (2021). The role of creative risk taking and productive failure in education and technology futures. TechTrends, 21, 602-605. https://doi.org/1007/s11528-021-00622-8

Creely, E., Henderson, M, Henriksen, D., Crawford, R.  (2021). Leading change for creativity in schools: mobilizing creative risk-taking and productive failure, International Journal of Leadership in Education. doi: 10.1080/13603124.2021.1969040

Creely, E., Henriksen, D., Crawford, R. & Henderson, M. (2021). Exploring creative risk-taking and productive failure in classroom practice. A case study of the perceived self-efficacy and agency of teachers at one school. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100951.

Creely, E., Laletas, S., Fernandes, V., Subban, P.  & Southcott, J. (2021). University teachers’ well-being during a pandemic: the experiences of five academics. Research Papers in Education. doi: 10.1080/02671522.2021.1941214

Kewanian, A., Creely, E., & Southcott, J. (2021). Affirming Strength-Based Practices in Disability and Inclusion: A Shared Autoethnographic Study of the Experiences of a Teacher. The Qualitative Report26(8), 2538-2557. https://doi.org/10.46743/2160-3715/2021.4664

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

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research & Development. https://doi.org/10.1007/s11423-020-09912-zAvailable at https://rdcu.be/cdoWA

Henriksen, D., Henderson, M., Creely, E., Carvalho, A., Cernochova, M., Dash, D., Davis, T., Mishra, P. (2021). Creativity and Risk-Taking in Teaching and Learning Settings: Insights from Six International Narratives. International Journal of Educational Research Open. Available at https://authors.elsevier.com/sd/article/S2666374020300248

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., Henriksen, D., & Henderson, M. (2021). Three Modes of Creativity. Journal of Creative Behavior. 55(2), 306-318. https://doi.org/10.1002/jocb.452

Tour, E., Creely, E., & Waterhouse, P. (2020). Considering the benefits of research participation: insights from a study of adult EAL educators. TESOL in Context29(2), 63–84. https://doi.org/10.21153/tesol2020vol29no2art1434

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. & 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/10.1080/07294360.2019.1680957Available 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 poetryAustralian 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). Retrieved April 25, 2019 from https://www.learntechlib.org/primary/p/207812/

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). Retrieved April 26, 2019 from https://www.learntechlib.org/primary/p/207829

Henriksen, D.,  Creely, E. & Henderson, M.(2019).Failing in Creativity: The Problem of Policy and Practice in Australia and the United States.Kappa Delta Pi Record,55(1),4-10,DOI: 10.1080/00228958.2019.1549429

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 PerspectiveTechnology, Knowledge and Learning23(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.