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researcher, and teacher in the academy, I have pursued my vocation with an abiding commitment to both creative and critical discourse. I inquire into my autobiographical experiences as a poet, researcher, and teacher in the institutional contexts of a Faculty of Education by creating a performance of poetry that seeks to honour imagination, heart, and intellect. My goal is to offer a hopeful testimony to the value of giving curricular and pedagogical attention to the significance of critical creativity in education. In the performance I weave poetry, personal recollections, reflections, and quotations from writers who have inspired me. In this article, I present a performative text that is both poetic and full of poetry. I invite readers to receive this article like a long poem, full of resonances and gaps, fragments and sparks. I engage in testimony, in witness, in presenting prose and poetry that are enthused with an educator’s delight in the creative playfulness of words.  \nKeywords: poetry, creativity, language, words, curriculum, pedagogy, writing  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:1 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nEn tant que poète, chercheur et enseignant au collège, j’ai poursuivi ma vocation avec un engagement indéfectible tant au discours créatif qu’au discours critique. Je puise dans mes expériences autobiographiques en tant que poète, chercheur et enseignant dans les contextes institutionnels d’une Faculté d’éducation en créant une performance de poésievisant à honorer l’imagination, le cœur et l’intellect. Mon but est de livrer un témoignage encourageant sur l’intérêt de porter une attention curriculaire et pédagogique à la portée de la créativité critique en éducation. Durant la performance, j’entrelace poésie, souvenirs personnels, réflexions et citations d’écrivains m’ayant inspiré . Dans cet article, je présente un texte performatif à la fois poétique et rempli de poésie. J’invite les lecteurs à accueillir cet article comme un long poème, débordant de résonances et d’écarts, de fragments et d’étincelles. Je m’implique dans un témoignage, en tant que témoin, en présentant la prose et la poésie enthousiasmées par le plaisir que procure l’espièglerie créative des jeux de mots à l’éducateur.  \nMots-clés : poésie, créativité, langage, mots, curriculum, pédagogie, écriture  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:1 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nArt…is only a way of living.  \n–Rilke (1954)  \nPoets write in the line of prophecy, and their work teaches us how to live.  \n–Parini (2008)  \nCreativity is on the side of health—it isn’t the thing that drives us mad; it is the capacity in us that tries to save us from madness.  \n–Winterson (2011)  \nChance is fundamental to the workings ofthe creative mind.  \n–Hirshfield (1997)  \nA while ago, I picked up my granddaughter Madeleine at school. She is in Grade 3. She had recently constructed a diorama, and she was carrying it home (or I was carrying it—that’s what Papas are for). Madeleine asked,“Papa, when you were in school, did you make dioramas?” I responded,“No, sweetheart, I didn’t make dioramas.”  \nWith a look of sad concern, she then asked,“Papa, did you make art?”  \n“No, sweetheart.”  \n“What about music?”  \n“No, no music.”  \nAs we continued walking to the car, Madeleine asked with a hint of incredulity,“Papa, what did you do in school?” That is a good question, a question I need to ask frequently.  \nYesterday, I was watching an episode of SpongeBob SquarePants on Netflix with my granddaughter Mirabelle, who is five. After a while, she lay down on the living room floor, and noted that the ceiling was shaped like a person. She invited me to lie on the floor with her. ","cbCaisutDs18mrgf","https://ap.wps.com/l/cbCaisutDs18mrgf","pdf",286126,29,"English","# Abstract\n# Résumé\n# Inquiry and testimony in academic poetry\n# Creativity, language, and making in education\n# Poetic performance and reader invitation","[{\"question\":\"How does the author connect autobiography to academic poetry?\",\"answer\":\"The author uses autobiographical experiences as a poet, researcher, and teacher in institutional contexts, turning them into a performative text that weaves memories, reflections, and quotations.\"},{\"question\":\"What is the purpose of including poetry and performance in the article?\",\"answer\":\"The performance aims to honor imagination, heart, and intellect, and to offer an encouraging testimony for curricular and pedagogical attention to critical creativity in education.\"},{\"question\":\"What does the author invite readers to do while reading?\",\"answer\":\"Readers are invited to receive the article like a long poem—attending to resonances, gaps, fragments, and sparks as part of the reading experience.\"}]","Poetry in the Academy - A Language of Possibility | PDF",1792081739,45]