Year: 2025
Type: article
Abstract: In 2022, Catherine Feely and I ran a series of workshops to explore how creative teaching methods have entered the History classroom. Our initiative generated a series of essays that feature in the present issue of History and a later edition of the journal. Taken together, these pieces invite us to consider how the past is made and remade through creative practice in our teaching environments. In this introduction, I will explain what is meant by the term ‘creativity’ and its significance to the discipline of history (and to higher education more broadly). Interwoven throughout will be a reflection on my own experiences as a creative history practitioner. In doing so, I propose that, as a discipline, we need to centre our lived practices and experiences of teaching if we are to fully show and celebrate our identities as lecturers in the twenty‐first century.
Source: History
Author: LUCINDA MATTHEWS‐JONES
Institution: Liverpool John Moores University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,900
Funder: University of East Anglia
OpenAlex ID: W4416771100
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