title: Critical approaches to experimental poetry

authors: Lopez-Fernandez, Laura

abstract: There are many possible approaches that we can use to study current and historical experimental poetic practices. 
Some relevant frameworks of study include different schools of thought such as structuralism and linguistic theories of the sign, verbal and visual semiotics, gestalt theories and visual thinking, media and materiality, intermedia and intermediality studies, typographic and visual cultures, and frame semantics and embodied cognition.  
All these theories contribute in their particular way to the process of meaning even if sometimes their basic tenets conflict among each other. 
When reading or decoding an experimental poem we can use more than one approach but we also need to take into account that theoretical frameworks are not fixed and evolve through time and also some scholars can be part of different schools of thought such as Roland Barthes who worked on structuralism and also developed post-structuralist concepts. 
Since these theories evolve and their basic tenets tend to be reinterpreted through time we have to select the more useful aspects of each school. 
Structuralism has developed solid tools of analysis. Semiotics has been developed as well (verbal, visual). Media theorists and theorists of the technosphere are also contributing to an expanded notion of the media, text and the sign (ref. McLuhan, Kittler, Hayles, and others).
Another relevant aspect that may be useful to include in an analysis of experimental poems is the artists’ writings about (intermedia) art. 
Many of them have advanced theoretical positions that are being considered systematically by scholars (ie., Charles Olson, Dick Higgins, Eduardo Kac) in the field of cognition, media studies, and embodiment.

text: Critical approaches to experimental poetry There are many possible approaches that we can use to study current and historical experimental poetic practices. 
Some relevant frameworks of study include different schools of thought such as structuralism and linguistic theories of the sign, verbal and visual semiotics, gestalt theories and visual thinking, media and materiality, intermedia and intermediality studies, typographic and visual cultures, and frame semantics and embodied cognition.  
All these theories contribute in their particular way to the process of meaning even if sometimes their basic tenets conflict among each other. 
When reading or decoding an experimental poem we can use more than one approach but we also need to take into account that theoretical frameworks are not fixed and evolve through time and also some scholars can be part of different schools of thought such as Roland Barthes who worked on structuralism and also developed post-structuralist concepts. 
Since these theories evolve and their basic tenets tend to be reinterpreted through time we have to select the more useful aspects of each school. 
Structuralism has developed solid tools of analysis. Semiotics has been developed as well (verbal, visual). Media theorists and theorists of the technosphere are also contributing to an expanded notion of the media, text and the sign (ref. McLuhan, Kittler, Hayles, and others).
Another relevant aspect that may be useful to include in an analysis of experimental poems is the artists’ writings about (intermedia) art. 
Many of them have advanced theoretical positions that are being considered systematically by scholars (ie., Charles Olson, Dick Higgins, Eduardo Kac) in the field of cognition, media studies, and embodiment.

year: 2014

title: Locating self at the centre of learning: Theory, practice and the lived experience.

authors: Friend, Lorraine A.

subjects: higher education

abstract: One o-going challenge for those teaching in higher education is to engage students in learning activities that are deemed meaningful and professionally relevant. Acknowledging this challenge, students in undergraduate and graduate papers at The University of Waikato have been introduced to using stories to analyse a range of satisfying and dissatisfying experiences. This process requires students to analyse and interpret the social construction of a lived experience through self and collective reflection of written memories. This paper comments on the process of having students connect between their everyday life and university study, provides a background to the memory-work methodology, and discusses how students can apply and respond to using this theoretical framework to acquire knowledge relevant to professional practice in the workplace.

text: Locating self at the centre of learning: Theory, practice and the lived experience. One o-going challenge for those teaching in higher education is to engage students in learning activities that are deemed meaningful and professionally relevant. Acknowledging this challenge, students in undergraduate and graduate papers at The University of Waikato have been introduced to using stories to analyse a range of satisfying and dissatisfying experiences. This process requires students to analyse and interpret the social construction of a lived experience through self and collective reflection of written memories. This paper comments on the process of having students connect between their everyday life and university study, provides a background to the memory-work methodology, and discusses how students can apply and respond to using this theoretical framework to acquire knowledge relevant to professional practice in the workplace.

year: 2001

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021