'Poetry is not just about decoding meaning’ : Kate Lilley on poetry education

Abstract

This article examines contemporary approaches to poetry education through an in-depth interview with Australian poet and academic Kate Lilley, whose distinguished career spans creative and scholarly domains. The interview investigates several critical dimensions of poetry pedagogy: the genre’s position within contemporary cultural discourse; structural challenges within the Australian educational framework; and optimal instructional methodologies. Lilley articulates the necessity of transcending conventional meaning-centred analytical approaches in favour of material and experiential engagement with poetic texts. She advocates for increased integration of contemporary poetry into curriculums, universal access to poet visits in schools and experiential writing opportunities for students. The discussion encompasses teacher education, emphasising the imperative for enhanced professional development in contemporary poetics. Lilley’s perspective challenges exclusionary pedagogical practices while promoting methodological innovations that facilitate engagement across the full spectrum of student abilities and backgrounds rather than restricting poetry education to academically privileged cohorts.