Dr Sue Dymoke is an Associate Professor in the Nottingham Institute of Education, School of Social Sciences at Nottingham Trent University (NTU) where she leads the PhD programme and the Education Policy and Practice research group. She is on the executive board of the Centre for research into Language, Education and Developmental Inequalities (CLEDI). Sue is a National Teaching Fellow, Senior Fellow of the Higher Education Academy, Fellow of the Royal Society for the Arts and a published poet. Her research focuses on the nature/use of creative pedagogies, poetry education, writing as a socially contextualised practice and how young people are supported to develop their self-expression through poetry. Sue is also a member of NTU's Creative Writing Hub.
Sue joined NTU in January 2020. Prior to this, she was Reader in Education at the University of Leicester and has also lectured at the University of Nottingham and for the Open University. She completed her PhD at The University of Nottingham in 2000. Her doctoral research explored the teaching of poetry in secondary schools. She began her career teaching English in Nottinghamshire secondary schools for 16 years. Sue has extensive experience as an External Examiner at PhD, Masters and PGCE level.
Sue is a qualitative researcher who supervises Masters and PhD students with interests in: creative practices and use of creative research methods, aspects of English, Drama and Media education (especially poetry writing, digital, visual and multi-literacies, Children's Literature, Young Adult Literature, Post-16 English), spirituality and its link to attainment, writers' identities and the development of teachers' subject/pedagogic knowledge.
Sue is a Trustee of the National Association of Writers in Education (NAWE) and also sits on NAWE’s Higher Education Committee. She is an experienced external evaluator for projects related to spoken word education, young people's writing and mentoring. Sue has completed consultancy/commissions for organisations including the Poetry Society, the Poetry Archive, First Story and regularly leads poetry writing workshops with young people and adults. In 2021-22 she was virtual writer-in- residence for Melbourne, UNESCO City of Literature. She led Poetry Place, a series of zoom workshops and an exhibition using digital archive materials for Inspire, supported by the Miner2Major fund, which toured Nottinghamshire libraries in 2021-2023.
Sponsors and collaborators
In 2020 - 2024 Sue is Principal Investigator for Young Poets' Stories, a longitudinal research study about the developing poetic identities of young writers, funded by the Foyle Foundation. She convened a four part ESRC Poetry Matters seminar series with colleagues Dr Anthony Wilson (Exeter University) and Professor Andrew Lambirth (University of Greenwich) in 2011-12 and has subsequently worked with partners from the University of Hiroshima, University of Shimane, University of Auckland, Limerick University, Ulster University and Oxford University on poetry pedagogy research. Additionally, she worked with colleagues from the University of Leicester Institute of Structural and Chemical Biology funded by the Wellcome Trust ISSF (Institutional Strategic Support Fund) to explore creative ways of developing public engagement with protein structures and protein-related health agendas. In 2020 - 2022, Sue led a Paul Hamlyn funded external evaluation on First Story’senhanced programme for young writers. She is currently developing new projects on creativity and young people’s mental health with arts organisations in the Midlands and colleagues from the University of Stavanger.
Sue Dymoke & Anthony Wilson (2023) Introducing Young Poets' Stories Teaching English, Spring 2023, issue 31, pp 53- 57
Dymoke, S. & McGuinn, N. (2021) Being allowed: negotiating space for poetry writing with literature examination students New Writing, Pages: 1-12 | https://doi.org/10.1080/14790726.2021.1891257 Published online 31/3/21
Dymoke, S. (2020) Creativity in English Learning and Teaching in J. Davison & C. Daly (eds) Debates in English Teaching (2nd Edn). London: Routledge. pp 79 -91.https://doi.org/10.4324/9780429506871
Hennessy, J., Marlow, N., Alexander, J. & Dymoke, S. (2020) Professional contraction and the growth of teacher confidence. Experiences in the teaching of poetry from the Republic of Ireland and Northern Ireland, Oxford Review of Education, DOI: 10.1080/03054985.2020.1835627
Nakai, Y. and Dymoke, S. (2019) Collaborative Research between UK and Japan on Poetry Writing Pedagogy in the Global Age: Trialling Poetry Writing Workshop techniques ( 国際化時代における詩創作教育学に関する日英共同研究：詩創作ワークショップ実践の試み), The Science of Reading. 61, 9.
Dymoke, S. (2018) What They Left Behind. Nottingham: Shoestring Press. https://bit.ly/36MuGNJ
Wilson, A. and Dymoke, S. (2017) Towards a model of poetry writing development as a socially contextualised process, Journal of Writing Research. 9 ( 2), 127-150 View | https://doi.org/10.17239/jowr-2017.09.02.02
Dymoke, S. (2017) 'Poetry is not a special club': how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable experience for young people?, Oxford Review of Education. 43 (2) 225-241. http://www.tandfonline.com/eprint/cZgsSJR2eCAf7WzygpF6/full
Dymoke, S. and Spiro, J. (2017) Poet-Academics and Academic-Poets: writing identities, practices and experiences within the Academy, Writing in Practice. Vol 3, March 2017 http://www.nawe.co.uk/DB/current-wip-edition/editions/vol.-3.html
Dymoke, S., Barrs, M, Lambirth, A. & Wilson, A. (eds) (2015) Making Poetry Happen: transforming the poetry classroom. London: Bloomsbury http://www.bloomsbury.com/uk/making-poetry-happen-9781472510266/ (Highly commended in UKLA Academic Book Award 2016)
Dymoke. S., Lambirth, A. and Wilson, A.(eds) (2013) Making Poetry Matter: international research perspectives on poetry pedagogy. London: Bloomsbury http://www.bloomsbury.com/uk/making-poetry-matter-9781441101471/
Dymoke, S. (2012) Opportunities or constraints? Where is the space for culturally responsive poetry teaching within high stakes testing regimes at 16+ in Aotearoa New Zealand and England? English Teaching: Practice and Critique, 11, 4.
Dymoke, S. (2012) Poetry is an unfamiliar text: locating poetry in Secondary English classrooms in New Zealand and England during a period of curriculum change. Changing English Studies in Reading and Culture, 19 (4) 395 - 410.
Hughes, J. and Dymoke, S. (2011) “Wiki-Ed Poetry”: Transforming Preservice Teachers’ Preconceptions About Poetry and Poetry Teaching, Journal of Adolescent & Adult Literacy, 55 (1), 46 -56.
Dymoke, S. (ed) (2012) Reflective Teaching and Learning in the Secondary School (2nd edition). London: Sage.
Dymoke, S. (2009) Teaching English Texts 11 - 18. London: Continuum.
Dymoke, S. and Hughes, J. (2009) 'Using a poetry wiki: how can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age' English Teaching: Practice and Critique, 8 (3).
Harrison, J.K., Dymoke, S. & Pell, T. (2006) Mentoring beginning teachers in secondary schools: an analysis of practice', Teacher and Teacher Education, Vol 22, 1055 – 1067.
Dymoke, S. & Harrison J. K. (2006) ‘Professional Development and the Beginning Teacher: issues of teacher autonomy and institutional conformity in the performance review process’, Journal of Education for Teaching, Vol 32 (1), 71 -92.
Dymoke, S. (2003) Drafting and Assessing Poetry. London: Paul Chapman Publishing. http://sk.sagepub.com/books/drafting-and-assessing-poetry
Poetry writing, teaching and learning. Creative Pedagogies. Children's and Young Adult Literature.