We’re celebrating the poetry of our people.
This World Poetry Day, Hughes Hall students and Fellows have generously lent us their words to help mark the occasion.
World Poetry Day, first celebrated on 21 March 1999, was declared by UNESCO as a day to “honour poets, revive oral traditions of poetry recitals, promote the reading, writing and teaching of poetry, foster the convergence between poetry and other arts.”
It is fitting that connecting the works of our Hughesian poets are themes of disruption. Of transgression. Of challenge. Of pride. Of demanding to be heard. Of passion for learning. And equity. And demanding change.
Thank you for being part of Hughes Hall. Thank you for using your words to change the world. And happy World Poetry Day from us all.
Professor Nidhi Singal, Vice-President
Nidhi Singal is Professor of Disability and Inclusive Education at the Faculty of Education. She has worked extensively with children and young people with disabilities in South Asia and Sub-Saharan Africa. Her work addresses unequal power relations in North-South research partnerships, and advocates a greater focus on the ethics of research dissemination. In 2022, Nidhi was elected Fellow of the Academy of Social Sciences for her outstanding contributions to educational research. |
TransgressionsI am more than a footnote, I am more than an acknowledgement, I am more than a tick on the EDI form.
I am not silent, I will not be spoken for, I will not be written about. I teach to transgress and disrupt.
I teach to recognise, amplify, and validate. I teach to listen to the upspoken. I teach to heal, nurture roots, and develop wings. I teach to write our story, on our terms. | Nidhi said: |
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This poem reflects my journey in my faculty, where initial years saw me trying to ‘fit in’; while in later years I found myself struggling against attempts to make me and my scholarship invisible. Today, I find myself in a place where I celebrate being a non-white female scholar and have a strong moral purpose underpinning my work. My research group, who are the inspiration for this poem, have been my biggest strength in my own healing journey and in (re)discovering the academic I am. This poem is a celebration of ‘us’: Sakina Jafri, Basirat Razaq-Shuaib, Nikita Jha, Stephanie Nowack, Thilanka Wijesinghe, Camilla Hadi, Chaudhary, Dr Laraib Niaz, Surya Pratap Deka, Sabilah Eboo, Dr Shruti Taneja Johansson, Dr Carly Christensen, Dr Jwalin Patel, Dr Hannah Ware, Dr Aliya Khalid, Dr Seema Nath, Dr Sophia D’Angelo, Dr Meghna Nag Chowdhuri, Dr Pui Ki Patricia Kwok. |
Basirat Razaq-Shuaib, PhD student
Basirat Razaq-Shuaib is a doctoral candidate in Disability and Inclusive Education at the Faculty of Education, University of Cambridge. She is also an award-winning children’s author and the founder of The Winford Centre for Children and Women – a charity that provides education and welfare support services for children with developmental disabilities and their families in Nigeria. Her current research explores the perspectives and lived experiences of parents and their children with neurodevelopmental disorders in accessing education in a Nigerian context. |
I AIN’T NO AFTERTHOUGHTBorn of a woman but not like every other, But all I hear is words, words and more words Yes, just as I thought, before the others- I ask you all to widen your view I AIN’T NO AFTERTHOUGHT AND I DEMAND FOR BETTER. | Basirat said: |
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This poem highlights the non-prioritisation of children with disabilities in educational reform agendas, and how assumptions around scarcity of resources legitimise their exclusion from education. Written in a child’s voice, the poem challenges policymakers and practitioners to go beyond ‘symbolic inclusion’, to seek creative solutions for the education of children with disabilities and ensure that beyond words every child has the same rights. This poem was written and performed in response to an invitation by Prof Nidhi Singal (my PhD supervisor) as part of her BAICE keynote address: Reimagining Inclusive Education: Multiplicities of Seeing, Being and Doing, delivered at the 2023 UKFIET Conference. In addition to the content of her keynote, through her delivery style which featured students from her research group and the Global South, she disrupted hegemonic ways of thinking and researching in international education and development which remains dominated by the ‘white gaze’. |
Davinder Singh Kharbanda, undergraduate
Davinder Singh Kharbanda is a second-year undergraduate student reading Classics, or at least trying to. The first poem he ever read from start to finish of his own accord (that is to say, aside from things one is forced to read for school) was probably Samuel Taylor Coleridge’s Rime of the Ancient Mariner, and since then he has been intensely interested in poetry in all its aspects. |
My Father Speaks Four LanguagesMy father hailing from that generation, |
Lyn Dawes, By-Fellow
Lyn Dawes is a By-Fellow of Hughes Hall. Lyn taught science in secondary schools and primary schools, then undertook her PhD study looking at teachers’ uptake of computers in classrooms 1997 – 2000. She has worked for the British Education and Communications Agency (Becta) and taught PGCE and B.Ed students at De Montfort University Bedford, The University of Northampton and the University of Cambridge. She carries out workshops for teachers to support their integration of oracy into the curriculum, and has written books, book chapters, journal articles, as well as blogs for Oracy Cambridge. |
Silent ReadingIn from play, he practices another breakthrough, He reads The world spins some making sense of some of it, |
Stephanie Nowack, PhD student
Stephanie Nowack is a PhD researcher at Hughes Hall. As a LEGO Foundation and Cambridge Trust scholar, she is based at the Faculty of Education within the PEDAL Centre, CaNDER, REAL Centre, and the Pac lab. Her research explores transgressive spaces of education. In particular, she focuses on educators’ experiences of a pedagogy of play for autistic learners in South Africa. |
Learning to disrupt: education in liminal spacesIn vibrant discussions, in laughter’s sound, In the heart of the classroom, with love to impart, In classrooms ablaze with the light of the unseen, Rupturing past knowledges, forging paths untold, In spaces of transgressions, where norms are redrawn, | Stephanie said: |
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This poem was inspired by the collective scholarship within Prof Nidhi Singal’s research group and the Cambridge Network for Disability and Education Research. These are spaces of rich learning. The poem explores the transformative nature of education within transgressive or liminal spaces. It celebrates the disruption of norms, and the importance of love within educational contexts. |
Lauren H, MPhil student
Lauren H is a Canadian international student pursuing an MPhil in Management and building a mental wellness start-up. |
In Quiet CornersIn quiet corners of my mind, I lie here, stagnant, refusing to rise, What is the point, I wonder, Others, they seek joy, Perhaps, I muse, By casting aside, the shackles |
21.3.24