Creative Polygogies: Facilitating Transformation through Perinatal Singing
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| Title: | Creative Polygogies: Facilitating Transformation through Perinatal Singing |
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| Language: | English |
| Authors: | Georgina Veevers-Williams |
| Source: | Australian Journal of Adult Learning. 2025 65(3):446-468. |
| Availability: | Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: https://ajal.net.au/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Foreign Countries, Pregnancy, Mothers, Perinatal Influences, Singing, Case Studies, Adult Education, Brain, Program Descriptions, Intergenerational Programs, Nontraditional Education, Educational Environment |
| Geographic Terms: | Australia |
| ISSN: | 1443-1394 |
| Abstract: | This research critically reflects on co-facilitating a perinatal singing program in a regional community in Victoria, challenging traditional adult education models. Utilising Kolb (1984) and Brookfield's (2005) reflective lenses, and Kemmis et al.'s (2004) participatory praxis cycle (PAOR), co-facilitators (a mother-daughter dyad) interrogated practices, power-sharing, and emergent understandings. The case study suggests that the term creative pedagogies does not apply to this context and the author reimagines the learning as creative 'polygogies', which, supported by thoughtful attention to the influence of architecture and space of learning, offer transformative opportunities for inclusive, accessible human-centred adult education, particularly for marginalised groups such as perinatal mothers and all-ability families. The author calls for a broader acknowledgment of learning beyond formal settings and highlights the potential for such community-based initiatives to provide psychosocial support and counter individualistic narratives in early parenting. Future work is needed to activate accessibility and target specific marginalised groups. Participant reflections represent written documentation elicited from a participant or a compilation of comments from several participants. No actual participant names were used. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490170 |
| Database: | ERIC |
| Abstract: | This research critically reflects on co-facilitating a perinatal singing program in a regional community in Victoria, challenging traditional adult education models. Utilising Kolb (1984) and Brookfield's (2005) reflective lenses, and Kemmis et al.'s (2004) participatory praxis cycle (PAOR), co-facilitators (a mother-daughter dyad) interrogated practices, power-sharing, and emergent understandings. The case study suggests that the term creative pedagogies does not apply to this context and the author reimagines the learning as creative 'polygogies', which, supported by thoughtful attention to the influence of architecture and space of learning, offer transformative opportunities for inclusive, accessible human-centred adult education, particularly for marginalised groups such as perinatal mothers and all-ability families. The author calls for a broader acknowledgment of learning beyond formal settings and highlights the potential for such community-based initiatives to provide psychosocial support and counter individualistic narratives in early parenting. Future work is needed to activate accessibility and target specific marginalised groups. Participant reflections represent written documentation elicited from a participant or a compilation of comments from several participants. No actual participant names were used. |
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| ISSN: | 1443-1394 |
