Poetic Consciousness in Pedagogy: An Inquiry of Contemplation and Conversation


  • Sean Wiebe UPEI
  • Indrani Margolin University of Northern British Columbia




Poetic consciousness, pedagogy, contemplation, conversation, dis(e)ruptive text


In this paper we consider the kinds of pedagogical engagements a poetic consciousness might invoke. When we reflect on what it might mean to be poetically conscious in moments of teaching, learning, and connecting, what emerges is the possibility of integrating the classroom experience with the everyday of life; such poetically conscious teaching would make connections to the larger web of a person’s experience in the world. To inquire into this possibility, we share our contemplations on our scholarly and personal experiences with poetry, presenting it here as a dis(e)ruptive text in order to invite aesthetic modes of being within the interplay of language and self. Our conversations have evolved over 3 years and have created this in-between space of active disclosure, where, we argue, poetry has offered dis(e)ruptions that celebrate the variations we inhabit in our bodies, personalities, and creative works.

Keywords: Poetic consciousness; pedagogy, contemplation; conversation; dis(e)ruptive text

Author Biography

Sean Wiebe, UPEI

Sean Wiebe is an assistant professor of education at the University of Prince Edward Island, teaching courses in language and literacy, curriculum theory, and global issues. His research explores issues in writing pedagogy, autobiography, teacher narratives, and arts-based methodologies. Most recently he has investigated the shifting contexts for the teaching writing within the digital economy. Dr. Wiebe is a poet, philosopher, parent, and provocateur. His career has spanned 18 years in education, beginning as secondary English teacher before moving to educational administration and higher education.