LSE HE Blog Fellow Sam Illingworth is exploring the impact of using poetry to illuminate and enrich our collective understanding of higher education. Here he delves into the poems submitted to the Poetry Amnesty to discover what they tell us about the halls and hearts of academia today
In undertaking my LSE HE Blog Fellowship, I wanted to create, curate, and celebrate poetry as a pedagogic tool. To facilitate this, I launched the Poetry Amnesty in February as an opportunity for people working in higher education to share poetic reflections of their experiences in the sector. The enthusiastic wave of responses to the Poetry Amnesty initiative has surpassed expectations, uncovering a rich tapestry of voices that echo through the halls and hearts of academia. This blogpost aims to give voice to some of these submissions, highlighting how poetry offers insights into the experiences of those who teach, learn, and grow in higher education.
Exploring the submissions
In total, 18 poems were submitted to the Poetry Amnesty between February and April 2024, each providing a unique perspective on the challenges and triumphs encountered in higher education. You can read all the poems in full, but certain overarching themes emerged across many of the submissions. In this post I will highlight these recurring motifs. For each theme, I will first present a poem that typifies the theme, followed by a brief analysis of the narratives associated with the theme. This approach ensures that the poets’ authentic voices are foregrounded while also offering a broader understanding of the shared experiences within our community.
Reflection and identity
The Foreigner’s Dilemma (by Nathaniel Ocquaye)
When I left my land,
Nothing felt right:
The expectation of a place unknown,
To which I was flown,
Where I became a foreigner.
Princes on Fleet Street!
Princesses in Spitalfields!
With loneliness for companionship
Did contemplate their return,
When I became a foreigner.
Loneliness, o dear loneliness!
‘Twas like a friend,
‘Twas like a foe,
Which did keep my eyes awake,
For the break of day!
I looked up
Into the plane-tainted skies of London
And longed for home.
I looked down
At the restless bubbling Thames
And fell in love with England.
I am a foreigner in a foreign land:
With tea and scones for my delight,
Piccadilly Circus and Oxford Street
For my amusement;
And so-and-so station,
Now leads me home –
Where I am a foreigner.
Several poems explore reflections on self-identity and the transformative journey of individuals in academic settings, shedding light on personal growth and self-discovery. These poems prompt introspection about one’s path and identity, influenced by both personal pasts and professional roles. This introspection resonates with Stuart Hall’s concept of cultural identity, which emphasises the fluid and evolving nature of selfhood shaped by historical, social, and cultural contexts. Through their verses, the poets reveal how their academic experiences have shaped and reshaped their sense of self. They highlight the ongoing dialogue between their pasts and their current roles, illustrating how identity is not a fixed construct but a continuous process of negotiation and adaptation. These reflections provide valuable insights into the personal dimensions of life in higher education, encouraging readers to consider how their own backgrounds and experiences influence their professional identities.
Challenges and resilience in academic life
Outside, a bird flew
At the windowpane. Inside
We framed knowledge in.
Many of the poets reflected on the daily challenges faced in higher education yet they also emphasise resilience and the pursuit of knowledge. These poems vividly capture the daily struggles and triumphs of academic life, illustrating the balancing act between research, teaching, and personal commitments. They reflect an individual perseverance but also highlight systemic issues within higher education. This resilience is reminiscent of what Paulo Freire described as the ‘pedagogy of hope’, where educators and learners continuously strive for transformation despite challenges.
The search for meaning and belonging
A bit of a rant —probably driven by the green eyed monster
Why are some so successful peddling pedagogy
with advice that is like Instagram poetry?
A mix of truisms, oldies, and basic tips,
is this really what we are going to be stuck with?
The same things, over and over and over,
I crash from idealism to stone cold sober.
Where is the challenge?
Does this rhyme with orange?
Never mind, back to basics,
just make it a bloody remix.
What is my purpose, moving this role,
into which I pour heart, mind and soul?
I am frustrated being stuck
in a structure that sucks
the lifeblood out of excitement,
as long as we can prove fucking constructive alignment!
The final theme to emerge from the poems is the quest for meaning within higher education, and how individuals find or fail to find a sense of belonging in their communities. These lines poetically challenge whether higher education institutions still foster vibrant, diverse intellectual ecosystems or if they have become homogenised under pressures that prioritise conformity and commercial interests over genuine scholarly discourse. The poets’ reflections raise critical questions about the current state of academia, echoing concerns similar to those expressed by others in relation to the commodification of higher education. Through their verses, the poets urge us to reflect on the true purpose of these institutions, advocating for environments where intellectual diversity and meaningful dialogue are prioritised over efficiency and marketability. These reflections highlight the importance of fostering a sense of belonging and purpose within higher education, where individuals can thrive personally and professionally.
The role of poetry in reflection
These poems transcend mere artistic expressions, serving as mirrors that reflect the complex landscape of higher education. Through the medium of poetry, members of our community have articulated thoughts and emotions often marginalised by conventional academic discourse. This form of expression can foster a connection with the personal and emotional dimensions of working in higher education, offering a cathartic outlet to navigate and process complex experiences. As poet scholars bell hooks and Adrienne Rich have noted, the intersection of the personal and academic can illuminate broader societal issues, creating a more inclusive and empathetic culture.
Interestingly, when poets submitted their work to the Poetry Amnesty, they were given the option to remain anonymous, and most chose this route. This preference underscores the sensitive and vulnerable nature of the subjects explored in their poems. It suggests a need for a safe space where individuals can express genuine concerns and criticisms without fear of repercussion. The choice of anonymity highlights the potential risks associated with open expression within higher education settings, indicating areas where our academic cultures may still need to foster greater openness and trust. As Judith Butler has explored in her work on vulnerability and resistance, creating environments where individuals feel safe to express themselves is crucial for fostering genuine dialogue and growth.
Of course, there are inherent limitations in my own reflections on these poetic submissions. The subjective nature of poetry means that interpretations are deeply personal and varied. While this subjectivity can pose challenges, it also presents significant benefits. Poetry invites readers to engage with the material in a more introspective and emotionally resonant manner, promoting empathy and a deeper understanding of diverse experiences.
To those of you considering using poetry as a means of reflection in higher education, I invite you to embrace this powerful tool. Start by creating a safe space for yourself and your colleagues, where you can express your thoughts and emotions freely. Understand that vulnerability is a strength, and sharing your poetic reflections can foster a supportive community. Begin with simple exercises, such as writing a few lines about your daily experiences, and gradually build up to more complex themes. Don’t worry about perfection; focus on authenticity. By sharing your poetry, you can connect with others on a deeper level, finding common ground in shared experiences and diverse perspectives. Through this process, you may find that poetry becomes a meaningful way to reflect on and enrich your experiences in academia and beyond.
_____________________________________________________________________________________________ This post is opinion-based and does not reflect the views of the London School of Economics and Political Science or any of its constituent departments and divisions. _____________________________________________________________________________________________
Main image: Jessica Ruscello on Unsplash
