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 (especially phenomenology), digital pedagogy and technology, artificial intelligence, 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.
- 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
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
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. Routledge. Available 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 Report, 26(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-z. Available 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.
Tour, E., Creely, E., & Waterhouse, P. (2020). Considering the benefits of research participation: insights from a study of adult EAL educators. TESOL in Context, 29(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., 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). 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 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.