Staff profile

Recently graduated for my PhD on Hope for Poetry: An exploratory and poetic approach to students' creative and critical engagement with and through poetry lessons in England and The Netherlands (ages 14-17). I'm particularly interested in playful and creative ways to communicate research and enhance audience engagement in a dialogic way. My roots are with critical pedagogy and social semiotics to find our place in and with the world through language and education. My current scholarship is around playing with language through poetry, confidence in expressing and reflecting on research and in practice, and using poetry as a method of inquiry to embrace participant voice.  

Other passions: Music and horsewomanship

Chapter in book

• Moving Forward with Poetry Lessons: Exploring how poetry can stimulate creativity and criticality in English secondary schools
  
  Diehl, M. (2020). Moving Forward with Poetry Lessons: Exploring how poetry can stimulate creativity and criticality in English secondary schools. In A. Simpson & F. Dervin (Eds.), The Meaning of Criticality in Education Research (pp. 127-149). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56009-6_6

Conference Paper

• The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom
  
  Diehl, M. B. (2021). The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom. In S. Riddle & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (pp. 22-34). Durham University, School of Education.
• Engaging the Poet: Exploring poetry through creativity and criticality in English secondary education
  
  Diehl, M. (2019). Engaging the Poet: Exploring poetry through creativity and criticality in English secondary education. In X. Shao & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018. (pp. 44-52). Durham University, School of Education.