Academic profile and publications

Dr Edwin Creely is a senior lecturer in the Faculty of Education at Monash University.

His research and teaching sit at the meeting point of literacy, creativity, philosophy and digital technologies in education.

His scholarly interests span critical and digital literacies, poetry writing and pedagogy, creativity in initial teacher education, language learning, adult education and lifelong learning, and the educational implications of generative artificial intelligence. Underpinning much of this work is a sustained engagement with phenomenology and continental philosophy, particularly the thinking of Heidegger, Merleau-Ponty, Buber and Levinas, together with an abiding interest in Buddhist thought and the ethics of teaching and learning.

Edwin brings wide ranging experience across the education sector, having worked in primary, secondary, tertiary and adult settings. That breadth shapes how he approaches research questions, and it informs a commitment to scholarship that speaks to practitioners as well as to the academy.

His current projects include critical literacy in upper primary schooling, generative AI and creativity in school and higher education, English language learning and digital literacies with migrants and refugees, poetry writing and pedagogy across the lifespan, an ethnographic investigation of an older adult poetry class, risk taking and productive failure in educational policy and practice, new horizons for phenomenological research, online and hybrid educational delivery, and the changing nature and purposes of teacher education. He is co-author of books on digital literacies with adult English language learners and on phenomenological inquiry in education, and he publishes across journals in literacy, creativity, teacher education and educational technology.

Alongside his academic work, Edwin is a practising poet. His poetry is collected at edspoetry.com, and he facilitates poetry writing with older adults in community settings, a practice that both informs and is informed by his research into poetry, ageing and lifelong learning.

What connects these strands is an interest in innovation and creative practice, in transdisciplinary research, and in bringing new models and perspectives to educational research. Much of Edwin’s work returns to a single question: what it means to be human, attentive and ethically responsible in educational settings that are increasingly technologised. He works collaboratively, nationally and internationally, and is drawn to research that is philosophically serious, socially just and hopeful about what education can become.

Email: edwin.creely@monash.edu

ResearchGate: https://www.researchgate.net/profile/Edwin_Creely

Academia: https://monash.academia.edu/EdwinCreely

Research interests

  • creativity, technologies, AI and innovation in teaching and learning
  • literacy, including critical literacies and L1/L2 practices
  • creative practices: poetry, writing, drama and digital composition
  • digital literacies and pedagogies, online and hybrid learning
  • teacher education
  • phenomenological inquiry in education
  • the intersections of theory and practice
  • critical discourse analysis (CDA)
  • lifelong learning
  • wellbeing and Buddhist practices

Reference List

Published works

2026

Creely, E., Exley, B., Brosseuk, D., & Parr, G. (2026). Policy, pedagogy and curriculum in the teaching of reading in early years classrooms in Australia: A narrative literature review (2004–2025). Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-026-00123-2

Creely, E., & Mehta, R. (2026). Ideological encoding in generative AI systems: A critical discourse analysis with implications for teaching, learning, and assessment. Linguistics and Education, 96, Article 101585. https://doi.org/10.1016/j.linged.2026.101585

Creely, E. (2026). Dialogic encounters in the third space: Generative AI, hybridity, and English language teaching for adults from migrant and refugee backgrounds. English Australia Journal, 42(2), 4–16. https://doi.org/10.61504/IQDH9029

Creely, E. (2026). Using drama in English language programs for adults from migrant and refugee backgrounds: A thematic literature review and practice principles. TESOL in Context, 35(1). https://doi.org/10.21153/tesol2026vol35no1art2325

Brooks, M., Creely, E., & Lea, S. (2026). Exploring educator wellbeing: insights from primary teachers. Educational Research, 1–18. https://doi.org/10.1080/00131881.2026.2715400

Creely, E. (2026). Against acceleration: Susan Sontag, solitude, contemplation and the education of creative thinking. Thinking Skills and Creativity, 62(Part B), 102340. https://doi.org/10.1016/j.tsc.2026.102340

Brooks, M., Creely, E., & Lea, S. (2026). Sustaining teacher wellbeing through relationality: a case study of two Australian primary teachers. Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2026.2720099

Henriksen, D., Woo, L. J., & Creely, E. (2026). Four leadership innovation praxes: A synthesis of accomplished school leaders’ approaches. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432261471063

Creely, E. (2026). Generative AI to foster computational thinking in initial teacher education: A thematic literature review and model. Behavioral Sciences, 16(4), Article 575. https://doi.org/10.3390/bs16040575

Creely, E. (2026). Silence as possibility: A new approach to poetry in literacy education. Journal of Silence Studies in Education, 5(2), 112–125. https://doi.org/10.31763/jsse.v5i2.132

Creely, E. A. (2026). The ethical landscape of generative AI in education: A narrative literature review through the lens of consequentialism (2022–2026). AI in Education, 2(2), Article 20. https://doi.org/10.3390/aieduc2020020

Creely, E., & Janssen, K. (2026). Considering critical AI literacy in education: A collaborative autoethnography. AI Enhanced Learning, 2(1), 9–33. https://doi.org/10.70725/516336wxjqwk

Creely, E., Parr, G., Richardson, H., Carabott, K., McLeod, A., & Scull, J. (2026). Critical literacies in upper primary in Australia (2014–2024): A thematic literature review. The Australian Journal of Language and Literacy, 49, 1–18. https://doi.org/10.1007/s44020-025-00086-w

Creely, E., & Southcott, J. (2026). Finding voice and purpose in the nineties: A case study of resilience and learning through creative outlet. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2026.2713695

Creely, E., & Southcott, J. (2026). Poetry, remembering and life integration: A dialogical case study of an older writers’ group in U3A Melbourne. Journal of Poetry Therapy. https://doi.org/10.1080/08893675.2026.2703019

Creely, E., Southcott, J., & Chan, P. W. K. (2026). Active ageing, belonging and lifelong learning for older adults: An Australian ethnographic case study. In J. Li & P. W. K. Chan (Eds.), Global perspectives on community education and learning society: Diversities, challenges and strategies (pp. 186–201). Routledge.

Creely, E., & Tour, K. (2026, May 1). The art of the back and forth: What teachers need to know about writing with AI. Monash Lens. https://lens.monash.edu/the-art-of-the-back-and-forth-what-teachers-need-to-know-about-writing-with-ai/

Creely, E., & Walker, M. (2026). Embodied multimodality in English language teaching: Affordances for enrichment and empowerment. VNU Journal of Foreign Studies, 42(3), 1–18. https://doi.org/10.63023/2525-2445/jfs.ulis.5671

Creely, E., & Weber, L. (2026). Critical thinking, oral language, and embodiment in the primary classroom: A critical thematic literature review. The Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-026-00117-0

Haekal, M., Creely, E., Carabott, K., & Sanjakdar, F. (2026). Narratives of incarcerated Indonesian young people: Educational and social perspectives. Journal of Applied Youth Studies. https://doi.org/10.1007/s43151-026-00222-4

Haekal, M., Sanjakdar, F., Creely, E., & Carabott, K. (2026). Educational experiences of incarcerated youth: A narrative inquiry with a young Indonesian Muslim. Issues in Educational Research, 35(4), 1549–1567. http://www.iier.org.au/iier35/haekal.pdf

Kewanian, A., Creely, E., & Southcott, J. (2026). Policy, practice, and representation: A critical discourse analysis of Victoria’s Easy English Inclusive Education policy. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2026.2683437

Tour, E., Creely, E., Barnes, M., Henderson, M., Waterhouse, P., Pegrum, M., & Agudelo Pena, M. (2026). Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds. Language Teaching Research. https://doi.org/10.1177/13621688251412564

Tour, E., Creely, E., & Turner, M. (2026). AI-mediated translanguaging. In L. McCallum & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning (pp. 1–9). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_356-1

Woo, L., Henriksen, D., & Creely, E. (2026). Leaders supporting teachers in technological change in the era of AI: The FLIP framework. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1663–1668). Association for the Advancement of Computing in Education.

Woo, L., Henriksen, D., Creely, E., & Choi, H. (2026). Participating in the design of AI robot assistants through prompt engineering. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3319–3324). Association for the Advancement of Computing in Education.

2025

Creely, E. (2025). Generative AI, learning, Buddhism and Nietzsche: Developing a philosophical approach. AI Enhanced Learning, 1(1), 159–179. https://doi.org/10.70725/450109tqdjst

Creely, E. (2025). Innovating language learning in higher education: Creativity, creative pedagogies and technologies in the 21st century. In Proceedings of the International Graduate Research Symposium. Vietnam National University. https://drive.google.com/file/d/1AHy9DUEWpp_efTt1olNntcWIjMObbRQA/view

Creely, E. (2025). Ontologies of silence and their use in education: An Aristotelian perspective. Journal of Silence Studies in Education, 4(2), 76–89. https://doi.org/10.31763/jsse.v4i2.119

Creely, E. (2025). Unlocking creativity: Strategies for fostering expressive writing in middle years literacy education. Literacy Learning: The Middle Years, 33(1), 35–49. https://drive.google.com/file/d/1iKdMCXT_GamP_Ak1oz7dmIctHfnVuGq0/view

Creely, E. (2025). Writing with AI: The affordances and limitations of creating poetry with GenAI. In P. Hacker (Ed.), Oxford intersections: AI in society. Oxford Academic. https://doi.org/10.1093/9780198945215.003.0119

Creely, E., Barnes, M., Tour, E., Henderson, M., Waterhouse, P., Pena, M. A., & Patel, S. V. (2025). Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners. ReCALL, 37(2), 174–190. https://doi.org/10.1017/S0958344024000314

Creely, E., & Blannin, J. (2025). Creative partnerships with generative AI: Possibilities for education and beyond. Thinking Skills and Creativity, 56, Article 101727. https://doi.org/10.1016/j.tsc.2024.101727

Creely, E., & Blannin, J. (2025, February 14). Dancing with digital partners: The creative revolution of generative AI. Monash Lens. https://lens.monash.edu/2025/02/14/1387313/dancing-with-digital-partners-the-creative-revolution-of-generative-ai

Creely, E., & Carabott, K. (2025). Teaching and learning with AI: An integrated AI-oriented pedagogical model. The Australian Educational Researcher, 52(6), 4633–4654. https://doi.org/10.1007/s13384-025-00913-6

Creely, E., & Henderson, M. (2025). Artificial intelligence and the digital dis/empowerment of migrant and refugee learners. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education. Routledge. https://doi.org/10.4324/9781003422891-5

Creely, E., & Henriksen, D. (2025). Towards a unified approach to creativity in education: Integrating Whitehead and Dewey. Creativity. Theories – Research – Applications, 12(1), 48–74. https://doi.org/10.2478/ctra-2025-0003

Creely, E., Henriksen, D., Henderson, M., & Mishra, P. (2025). The staging of AI: Exploring perspectives about generative AI, creativity and education. Journal of Interactive Media in Education, 2025(1), Article 11. https://doi.org/10.5334/jime.995

Creely, E., & Janssen, K. (2025). Onto-epistemological understandings of generative artificial intelligence in education. International Journal of Changes in Education, 2(2), 55–65. https://doi.org/10.47852/bonviewIJCE52024380

Creely, E., & Southcott, J. (2025). Porcelain doll or fox? The creative outlook and practices of older poetry writers. Thinking Skills and Creativity, 58, Article 101877. https://doi.org/10.1016/j.tsc.2025.101877

Creely, E., Southcott, J., & Creely, L. (2025). Embracing positive aging in a small poetry-writing community: Writing and sense of belonging. In Q. Wang, G. Wan, & D. Fantacone (Eds.), Lifelong learning: The education of the aging population (pp. 221–247). Emerald. https://doi.org/10.1108/978-1-80592-076-220251011

Henriksen, D., Creely, E., Gruber, N., & Leahy, S. (2025). Social-emotional learning and generative AI: A critical literature review and framework for teacher education. Journal of Teacher Education, 76(3), 312–328. https://doi.org/10.1177/00224871251325058

Kewanian, A., Southcott, J., & Creely, E. (2025). Dancing with Buber: An autoethnographic study of inclusion and disability and its ethical foundations. International Journal of Inclusive Education, 29(14), 2452–2470. https://doi.org/10.1080/13603116.2024.2354365

Nguyen, T., Creely, E., & Huynh, T. (2025). Using dialogic multimodal feedback to enhance university EFL students’ writing: Affordances for language learning styles. Proceedings of the International CALL Research Conference, 2025, 107–113. https://doi.org/10.29140/97817637116240-15

Reynen-Woodward, K., Round, P., Subban, P., & Creely, E. (2025). Exploring giftedness and the gifted learner in education and beyond: An autoethnographic study with critical friends. The Qualitative Report, 30(7), 3965–3985. https://doi.org/10.46743/2160-3715/2025.7827

Tour, E., & Creely, E. (2025). Digital empowerment. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education. Routledge. https://doi.org/10.4324/9781003422891-3

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (Eds.). (2025). Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education. Routledge. https://doi.org/10.4324/9781003422891

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2025). Introduction. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education (pp. 1–10). Routledge. https://doi.org/10.4324/9781003422891

Tour, K., Creely, E., & Barnes, M. (2025, February 18). Settling in Australia: How can generative AI help? Impact: Compelling News From the Refugee and Migrant Sector. https://amesnews.com.au/lead-story/settling-in-australia-how-can-generative-ai-help/

2024

Creely, E. (2024). Exploring the role of generative AI in enhancing language learning: Opportunities and challenges. International Journal of Changes in Education, 1(3), 158–167. https://doi.org/10.47852/bonviewIJCE42022495

Creely, E., Henderson, M., Henriksen, D., & Crawford, R. (2024). Leading change for creativity in schools: Mobilizing creative risk-taking and productive failure. International Journal of Leadership in Education, 27(6), 1254–1277. https://doi.org/10.1080/13603124.2021.1969040

Creely, E., Henderson, M., & Tour, E. (2024). Digital empowerment for culturally and linguistically diverse adult learners from refugee backgrounds. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 279–287). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/223994/

Creely, E., & Henriksen, D. (2024). Back to the future: Reconsidering the roots of creativity and future possibilities for education and teacher education. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1244–1252). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/224149/

Creely, E., & Waterhouse, P. (2024). Silence, poetic inquiry and meaning making: The possibilities for literacy learning and education. Journal of Silence Studies in Education, 3(2), 170–184. https://doi.org/10.31763/jsse.v3i2.103

Creely, E., & Waterhouse, P. (2024). The power of silence for learning, artistic expression and mindfulness. Journal of Silence Studies in Education, 3(2), 73–76. https://doi.org/10.31763/jsse.v3i2.107

Henderson, M., Mishra, P., Henriksen, D., & Creely, E. (2024). AI and the art of teaching: Enhancing or eroding educational creativity? In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1258–1260). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/224151/

Kewanian, A., Creely, E., & Southcott, J. (2024). Fierce parenting: An autoethnographic study of disability, inclusion, and ‘othering’. International Journal of Qualitative Studies in Education, 37(6), 1736–1751. https://doi.org/10.1080/09518398.2023.2203118

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2024). Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings. Journal of Adolescent & Adult Literacy, 67(3), 150–161. https://doi.org/10.1002/jaal.1309

Tour, K., & Creely, E. (2024). Digital literacies framework [Audio podcast episode]. Journal of Adolescent & Adult Literacy Podcast. https://podcasts.apple.com/us/podcast/journal-of-adolescent-adult-literacy-podcast/id1678225245?i=1000647391326

2023

Creely, E. (2023). Conceiving creativity and learning in a world of artificial intelligence: A thinking model. In D. Henriksen & P. Mishra (Eds.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 35–50). Springer. https://doi.org/10.1007/978-3-031-14549-0

Creely, E. (2023). Strategies for enhancing critical digital literacies. Literacy Learning: The Middle Years, 31(2), xii. https://drive.google.com/file/d/1eLx2rprEYyNkSClhM92MXgmBb-5s3Z6S/view

Creely, E., Apps, T., Beckman, K., & McKnight, L. (2023). Chat about ChatGPT. Literacy Learning: The Middle Years, 31(2), 35–39. https://drive.google.com/file/d/1h1c6mwskrpnq-yFz78yzEmGEsGXwejSZ/view

Creely, E., & Blannin, J. (2023). The implications of generative AI for creative composition in higher education and initial teacher education. In T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, & B. Hurren (Eds.), People, partnerships and pedagogies: Proceedings ASCILITE 2023 (pp. 357–361). ASCILITE. https://doi.org/10.14742/apubs.2023.618

Creely, E., Henriksen, D., & Henderson, M. (2023). Artificial intelligence, creativity, and education: Critical questions for researchers and educators. In E. Langran, P. Christensen, & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1309–1317). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/221998/

Tour, E., Creely, E., Waterhouse, P., Pham, X., Henderson, M., & Wallace, M. (2023). Navigating challenging digital literacy practices: The settlement experiences of adults from migrant and refugee backgrounds. Adult Education Quarterly, 73(4), 422–441. https://doi.org/10.1177/07417136231180867

Tour, K., Henderson, M., Creely, E., Waterhouse, P., & Pham, X. (2023). Settling in digital Australia. AMES News. https://amesnews.com.au/latest-articles/settling-in-digital-australia/

2022

Brooks, M., Creely, E., & Laletas, S. (2022). Coping through the unknown: School staff wellbeing during the COVID-19 pandemic. International Journal of Educational Research Open, 3, Article 100146. https://doi.org/10.1016/j.ijedro.2022.100146

Creely, E. (2022). Effective pedagogy and strategies for the reading, writing, and performing of poetry in the middle years. Literacy Learning: The Middle Years, 30(3), 8–19. https://drive.google.com/file/d/1Vw6XoHK4MOgpHGaBMoz_8_w4OIzjLJzj/view

Creely, E. (2022). The challenges and possibilities of doing research in the contemporary digital world. In Proceedings of the International Graduate Research Symposium (pp. 1–12). University of Languages and International Studies, Vietnam National University. https://drive.google.com/file/d/1zIRmay1c_q-iCL37mYrNvk0WOmSkbo3K/view

Creely, E., & Henriksen, D. (2022). Redesigning for student agency in university learning: A flipped approach for teaching successfully online. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Eds.), The future of online education (pp. 165–180). Nova Science Publishers. https://doi.org/10.52305/LERQ4827

Creely, E., Henriksen, D., & Henderson, M. (2022). Moving beyond folk pedagogies towards hybrid and blended practices: A reflection on teacher education post-pandemic. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 31–38). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/221522/

Creely, E., Laletas, S., Fernandes, V., Subban, P., & Southcott, J. (2022). University teachers’ well-being during a pandemic: The experiences of five academics. Research Papers in Education, 37(6), 1241–1262. https://doi.org/10.1080/02671522.2021.1941214

Creely, E., & Lyons, D. (2022). Another way of looking at critical literacy: Considering the local and the personal in understanding the critical. Literacy Learning: The Middle Years, 32(1), 14–16.

Creely, E., & Lyons, D. (2022). Designing flipped learning in initial teacher education: The experiences of two teacher educators. Australasian Journal of Educational Technology, 38(4), 40–54. https://doi.org/10.14742/ajet.7957

Creely, E., Southcott, J., & Creely, L. (2022). Triggers, beginnings, and poetry making: The literacy practices of older Australian poetry writers. International Journal of Lifelong Education, 41(4–5), 450–464. https://doi.org/10.1080/02601370.2022.2105968

Henriksen, D., Creely, E., & Gruber, N. (2022). A conceptual model for pedagogies of care in online learning environments. Italian Journal of Educational Technology, 30(1), 75–91. https://doi.org/10.17471/2499-4324/1238

Henriksen, D., Creely, E., & Mehta, R. (2022). Rethinking the politics of creativity: Posthumanism, indigeneity, and creativity beyond the Western Anthropocene. Qualitative Inquiry, 28(5), 465–475. https://doi.org/10.1177/10778004211065813

Raphael, J., Creely, E., & Moss, J. (2022). Developing a drama-based inclusive education workshop about disability for pre-service teachers: A narrative inquiry after Scheler and Levinas. Educational Review, 74(5), 978–991. https://doi.org/10.1080/00131911.2019.1695105

Subban, P., Laletas, S., Creely, E., Southcott, J., & Fernandes, V. (2022). Under the sword of Damocles: Exploring the well-being of university academics during a crisis. Frontiers in Education, 7, Article 1004286. https://doi.org/10.3389/feduc.2022.1004286

Tour, E., Creely, E., & Waterhouse, P. (2022). Enhancing digital literacies with adult English language learners. Routledge.

2021

Creely, E., Chowdhury, R., & Southcott, J. (2021). Academics’ understandings of the literacy needs of international graduate students. The Qualitative Report, 26(12), 3787–3804. https://doi.org/10.46743/2160-3715/2021.4951

Creely, E., Henriksen, D., Crawford, R., & Henderson, M. (2021). Exploring creative risk-taking and productive failure in classroom practice: A case study of the perceived self-efficacy and agency of teachers at one school. Thinking Skills and Creativity, 42, Article 100951. https://doi.org/10.1016/j.tsc.2021.100951

Creely, E., Henriksen, D., & Henderson, M. (2021). Three modes of creativity. The Journal of Creative Behavior, 55(2), 306–318. https://doi.org/10.1002/jocb.452

Creely, E., & Southcott, J. (2021). “I can’t do without my poetry”: A post-qualitative, phenomenological investigation of a poetry class of older Australians. In E. Creely, J. Southcott, K. Carabott, & D. Lyons (Eds.), Phenomenological inquiry in education: Theories, practices, provocations and directions (pp. 196–210). Routledge.

Creely, E., Southcott, J., Carabott, K., & Lyons, D. (Eds.). (2021). Phenomenological inquiry in education: Theories, practices, provocations and directions. Routledge.

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: A literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091–2108. https://doi.org/10.1007/s11423-020-09912-z

Henriksen, D., Henderson, M., Creely, E., Carvalho, A. A., Černochová, M., Dash, D., Davis, T., & Mishra, P. (2021). Creativity and risk-taking in teaching and learning settings: Insights from six international narratives. International Journal of Educational Research Open, 2(2), Article 100024. https://doi.org/10.1016/j.ijedro.2020.100024

Henriksen, D., Mishra, P., Creely, E., & Henderson, M. (2021). The role of creative risk taking and productive failure in education and technology futures. TechTrends, 65, 602–605. https://doi.org/10.1007/s11528-021-00622-8

Kewanian, A., Creely, E., & Southcott, J. (2021). Affirming strength-based practices in disability and inclusion: A shared autoethnographic study of the experiences of a teacher. The Qualitative Report, 26(8), 2538–2557. https://doi.org/10.46743/2160-3715/2021.4664

Raphael, J., O’Mara, J., Whitburn, B., Creely, E., Anderson, K., & Moss, J. (2021). Encountering diversity: Drama as a transformative pedagogy for preparing inclusive-minded teachers. In Studies in inclusive education: Inclusive education is a right, right? Brill. https://doi.org/10.1163/9789004434783

Tour, E., Creely, E., & Waterhouse, P. (2021). “It’s a black hole . . .”: Exploring teachers’ narratives and practices for digital literacies in the adult EAL context. Adult Education Quarterly, 71(3), 290–307. https://doi.org/10.1177/0741713621991516

Waterhouse, P., Creely, E., & Southcott, J. (2021). Peak moments: A teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning. Teaching and Teacher Education, 99, Article 103275. https://doi.org/10.1016/j.tate.2020.103275

2020

Creely, E. (2020). Students as writers: Strengthening the agency of students as creative writers in the middle school. Literacy Learning: The Middle Years, 28(2), 7–18. https://www.academia.edu/43437490/

Creely, E., & Laletas, S. (2020). Transitions, transformations and finding success: A phenomenological analysis of the experiences of a doctoral student in early candidature. Higher Education Research & Development, 39(3), 439–453. https://doi.org/10.1080/07294360.2019.1680957

Creely, E., & Southcott, J. (2020). Developing perceived self-efficacy in later life through poetry writing: An analysis of a U3A poetry group of older Australians. International Journal of Lifelong Education, 39(2), 191–204. https://doi.org/10.1080/02601370.2020.1737589

Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201–209. https://www.learntechlib.org/primary/p/216179/

Tour, E., Creely, E., & Waterhouse, P. (2020). Considering the benefits of research participation: Insights from a study of adult EAL educators. TESOL in Context, 29(2), 63–84. https://doi.org/10.21153/tesol2020vol29no2art1434

2019

Creely, E. (2019). ‘Poetry is dying’: Creating a (re)new(ed) pedagogical vision for teaching poetry. Australian Journal of Language and Literacy, 42(2), 116–127.

Creely, E., Henderson, M., & Henriksen, D. (2019). Failing to succeed: The value of failure in creativity. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1403–1411). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/207829/

Creely, E., & Henriksen, D. (2019). Creativity and digital technologies. In Encyclopedia of educational innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_143-1

Creely, E., & Tour, E. (2019). EAL teachers’ professional learning about digital literacies: A socio-material perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1302–1309). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/207812/

Henriksen, D., Creely, E., & Henderson, M. (2019). Failing in creativity: The problem of policy and practice in Australia and the United States. Kappa Delta Pi Record, 55(1), 4–10. https://doi.org/10.1080/00228958.2019.1549429

Mehta, R., Creely, E., & Henriksen, D. (2019). A profitable education: Countering neoliberalism in 21st century skills discourses. In Handbook of research on literacy and digital technology integration in teacher education. IGI Global.

Miles, J. K., Creely, E., & Pruyn, M. (2019). From ‘Year 9 dropout’ to doctoral candidate: An autoethnographic journey of becoming (with friends). International Journal of Lifelong Education, 38(6), 602–614. https://doi.org/10.1080/02601370.2019.1678690

2018

Creely, E. (2018). Google and education: A critical perspective. Digital Education Research@Monash. http://newmediaresearch.educ.monash.edu.au/lnm/google-and-education-a-critical-perspective/

Creely, E. (2018). ‘Understanding things from within’: A Husserlian phenomenological approach to doing educational research and inquiring about learning. International Journal of Research & Method in Education, 41(1), 104–122. https://doi.org/10.1080/1743727X.2016.1182482

Creely, E. (2018). What’s poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy Learning: The Middle Years, 26(3), 64–70.

Creely, E., & Diamond, F. (2018, November 21). Where has the joy of writing gone and how do we get it back for our children? The Conversation. https://theconversation.com/where-has-the-joy-of-writing-gone-and-how-do-we-get-it-back-for-our-children-101900

Creely, E., Henriksen, D., & Henderson, M. (2018). Understanding creativity and the role of technology in education: A tri-modal approach. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2495–2503). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/184663/

Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E. T., & Tienken, C. H. (2018). Creativity and technology in education: An international perspective. Technology, Knowledge and Learning, 23(3), 409–424. https://doi.org/10.1007/s10758-018-9380-1

2016

Creely, E., & Crispin, J. (2016). Decentring writing practice: Developing a writing culture in a school through a specialized open writing space. Idiom, 52(1).

2015

Creely, E. (2015). Performance: An ontological analysis. Theatre, Dance and Performance Training Blog. https://theatredanceperformancetraining.org/2015/11/performance-an-ontological-analysis/

Creely, E. (2015). The pen is dead? Long live the digital. Learning with New Media. Monash University. https://der.monash.edu/the-pen-is-dead-long-live-the-digital/

Creely, E. (2015). The third way: An alternative notion of god. Consciousness, Literature and the Arts, 16(3).

2012

Creely, E. (2012). 10 essential hints for using ICT in the English classroom. Idiom, 48(3), 3–7.

2010

Creely, E. (2010). Method(ology), pedagogy and praxis: A phenomenology of the pre-performative training regime of Phillip Zarrilli. Theatre, Dance and Performance Training, 1(2), 214–228. https://doi.org/10.1080/19443927.2010.505001

2007

Creely, E. (2007). Operating postmodernly: My intentional postmodern theatre. Consciousness, Literature and the Arts, 8(2).

1995

Creely, E. (1995). Computer writing classroom: A vision for a new pedagogy. English in Australia, 111, 49–59.

Unpublished Work, Seminars, Reports and Preprints

2026

Creely, E. (2026, August). Poetry in literacy practices: Reading, writing and the power of words [Workshop]. ALEA Workshop for Teachers and Literacy Leaders. https://doi.org/10.13140/RG.2.2.31641.17760

Creely, E. (2026, January 8). Supporting student writing: Key pedagogical ideas [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.27323.89129

Creely, E. (2026). Consciousness and generative artificial intelligence: An integrative review of philosophical, empirical, and contemplative perspectives [Preprint]. SSRN. https://doi.org/10.2139/ssrn.6986559

Creely, E. (2026). Generative AI to foster computational thinking in initial teacher education: A thematic literature review and model [Preprint]. Preprints.org. https://doi.org/10.20944/preprints202602.1017.v1

Creely, E. (2026). Post-atheism and new atheism: Towards a thoughtful reengagement with the sacred [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.13186.85446

Creely, E. (2026). Thinking with the machine: Generative AI, cognitive processes, writing practices and human agency in education [Preprint]. Preprints.org. https://doi.org/10.20944/preprints202607.0690.v1

Creely, E. (2026, March 27). The ethical landscape of generative AI in education: A narrative literature review through the lens of consequentialism (2022–2026) [Preprint]. SSRN. https://ssrn.com/abstract=6499459

Creely, E. (2026, April 6). Opening the door as an affirmation of shared humanity: A postqualitative inquiry after Martin Buber [Preprint]. SSRN. https://ssrn.com/abstract=6526218

Creely, E. (2026, May). The unfinished question: What we mean when we say “God” [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.22536.38403

Creely, E. (2026, July). Prompt literacy for adult learners: From concept to practice [Webinar]. Webinar for Educators in Certificate in General Education for Adults (CGEA) Contexts, Victoria University, Melbourne, VIC, Australia. https://doi.org/10.13140/RG.2.2.12254.80969

Creely, E., & Mehta, R. (2026). An analysis of ideological encoding about social issues in generative AI systems with educational implications [Preprint]. SSRN. https://doi.org/10.2139/ssrn.6016014

Creely, E., Parr, G., Richardson, H., McLeod, A., Carabott, K., & Scull, J. (2026, March). Critical literacies guidelines for upper primary teachers: A framework for developing critical literacy across the curriculum [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.18773.49124

2025

Creely, E. (2025). Beyond phonics: Reclaiming balance in primary literacy education [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.11177.51049

Creely, E. (2025). The personal connection: Why poetry defies ratings and rankings [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.10952.23040

Creely, E. (2025, February 23). The power of poetry in children’s literacy development [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.28194.95684

Creely, E. (2025, July). Beyond simple literacy: The complex art of AI interaction [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.30137.48488

Creely, E. (2025, July). Enhancing creative writing: Building confident and engaged student writers [Conference presentation]. AATE/ALEA Conference 2025. https://doi.org/10.13140/RG.2.2.22827.76327

Creely, E. (2025, July). Pedagogical partnerships: Integrating generative AI as a collaborative technology for writing and literacy development in education [Conference presentation]. AATE/ALEA Conference 2025. https://doi.org/10.13140/RG.2.2.16116.87682

Creely, E. (2025, September). Transforming TESOL practice: AI as a literacy and learning partner [Workshop]. VicTESOL. https://doi.org/10.13140/RG.2.2.14920.17921

Creely, E. (2025, November). Embodied multimodality in ELT: Enriching learning, empowering learners [Conference presentation]. International Graduate Research Symposium (IGRS 2025), Hanoi, Vietnam. https://doi.org/10.13140/RG.2.2.23857.24168

Creely, E. (2025, November). Generative AI and literacy practices in adult education [Conference presentation]. Certificates of General Education for Adults (CGEA) Annual Professional Development Day, Melbourne, VIC, Australia. https://doi.org/10.13140/RG.2.2.33655.48804

Creely, E., & Carabott, K. (2025, April 1). Generative AI and new pedagogies in times of change: Posthumanist and phenomenological perspectives [Preprint]. SSRN. https://doi.org/10.2139/ssrn.5200935

Creely, E., & Tour, K. (2025, December). New ways of thinking about writing with generative AI [Conference presentation]. AARE 2025 Conference, Newcastle, NSW, Australia. https://doi.org/10.13140/RG.2.2.13658.81608

Creely, E., Walker, M., Raphael, J., McGaw, D., Orlena-Kearns Jaskolski, K., & McKinnon, A. (2025, April 22). Creating and performing an inclusive physical theatre work: A multi-perspectival view [Preprint]. SSRN. https://doi.org/10.2139/ssrn.5732963

2024

Creely, E., Henriksen, D., Henderson, M., & Mishra, P. (2024, October 18). The staging of AI: Exploring perspectives about generative AI, creativity and education [Preprint]. SSRN. https://doi.org/10.2139/ssrn.5008581

Henderson, M., Tour, K., Agudelo Pena, M., Barnes, M., Waterhouse, P., & Creely, E. (2024). Generative AI in the Skills for Education and Employment (SEE) Program: Survey insights [Report]. Monash University. https://doi.org/10.26180/25661358

Tour, E., Henderson, M., Creely, E., Waterhouse, P., Barnes, M., Agudelo Pena, M., & Patel, S. V. (2024). Harnessing generative AI: Understanding the needs of the SEE program [Report]. Monash University. https://doi.org/10.26180/25650300

2023

Creely, E., & Janssen, K. (2023). Symbi(AI)tic thinking: New onto-epistemological understandings of generative AI for teacher education and beyond [Conference presentation]. Conference on Generative AI in Higher Education, Chinese University of Hong Kong. https://doi.org/10.13140/RG.2.2.27368.85764

2022

Creely, E. (2022, October 28). Considering the theoretical foundations and ethics of conducting qualitative research [Conference presentation]. International Graduate Research Symposium (IGRS), University of Languages and International Studies, Hanoi, Vietnam. https://doi.org/10.13140/RG.2.2.18708.37769

Self-published Works (with Amazon)

Non-fiction

2026

Creely, E. (2026). How to cure the world. Independently published.

Poetry

2025

Creely, E. (2025). Truth. Independently published.

2024

Creely, E. (2024). Against hate. Independently published.

2023

Creely, E. (2023). Poet warrior. Independently published.

Creely, E. (2023). The time is now. Independently published.

Creely, E. (2023). Wake from slumber. Independently published.

2022

Creely, E. (2022). O war! Independently published.

Creely, E. (2022). On the day the world died. Independently published.

2020

Creely, E. (2020). To sculpt a new David. Independently published.