2025/11/27 by Lucinda Matthews‐Jones · 1 voice
Social Sciences · Arts and Humanities · #Educator Training and Historical Pedagogy #Educational Theory and Curriculum Studies #Oral History, Memory, Narrative Analysis
paper · pdf · doi:10.1111/1468-229x.70066
openalex publication_date 2025/11/27 · openalex created_date 2025/11/28 · openalex updated_date 2026/05/21
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.