Triggers, Beginnings, and Poetry Making: The Literacy Practices of Older Australian Poetry Writers

Autor/inn/en	Creely, Edwin; Southcott, Jane; Creely, Luke
Titel	Triggers, Beginnings, and Poetry Making: The Literacy Practices of Older Australian Poetry Writers
Quelle	In: International Journal of Lifelong Education, 41 (2022) 4-5, S.450-464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Creely, Edwin) ORCID (Southcott, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2022.2105968
Schlagwörter	Literacy; Poetry; Age Groups; Age Differences; Ethnography; Writing (Composition); Group Discussion; Imagination; Older Adults; Memory; Sensory Experience; Dialogs (Language); Foreign Countries; Adult Education; Barriers; Videoconferencing; Aging (Individuals); Lifelong Learning; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lyrik; Poesie; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Ethnografie; Schreibübung; Gruppendiskussion; Älterer Erwachsener; Gedächtnis; Sinnerfahrung; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Aging; Altern; Life-long learning; Lebenslanges Lernen; Australien
Abstract	Compared with other age groups, the literacy practices and creative outputs of older adults (50+ years) have been seldom researched. Generally, research about older adults has tended to focus on decline and agential passivity, rather than potentiality. In this article, we report on a small ethnographic study of older Australians who were part of a University of the Third Age (U3A) poetry group in Melbourne, Australia. We examine the literacy practices of the group in writing poetry, especially focusing on the triggers for poetry ideas and the beginning processes of poetry writing. The reported research centres on a session of the group conducted online in 2020. Employing ideas from David Hume, particularly his notion of the empirical basis for the development of concepts, as well as the idea of dialogism from Mikhail Bakhtin, the transcript of the focus group was analysed using themes that the participants discussed. Results suggest that the older adults in the study employed sensory images together with imagination, life memories and feeling states to create and form highly individual poetry of significance to their lives in the context of the positive rapport and dialogic engagement that developed within the poetry group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01