Dr. Carl Leggo
Dept. of Language and Literacy Education
of British Columbia
Carl Leggo is a poet and professor
to live poetically,
hoping that others will hear
the poetry in their hearts,
and explore the possibilities
of rhythms in juxtapositions
and prepositions for knowing
the world ecologically and algorithmically.
While he is still sorting
the difference between enjambment
and being in a jam and partridgeberry
he is steadfastly committed to asking
questions about the value
and suggests that instead of asking,
Is this a good poem?, we could
What is this poem good for?
Above all, he is convinced
that the world aches with wanting
poetry without knowing what it
Some recent publications include:
Leggo, C. (2006). Come-By-Chance. St. John’s:
Leggo, C. (2006). End of the line: A poet’s postmodern
musings on writing. English Teaching: Practice and Critique. 5(2),
69-92. Available at: http://education.waikato.ac.nz/research/journal/view.php?article=true&id=424&p=1.
Leggo, C. (2006). Attending to winter: A poetics of
research. In W. Ashton & D. Denton (Eds.), Spirituality,
ethnography, and teaching: Stories from within (140-155). New
York: Peter Lang.
Leggo, C. (2005). Autobiography and identity: Six speculations. Vitae
Scholasticae: The Journal of Educational Biography. 22(1),
Leggo, C. (2005). Alphabet blocks: Expanding conceptions
of language with/in poetry. TESL Canada Journal. 23(1),
Leggo, C. (2005). Pedagogy of the heart: Ruminations
on living poetically. The Journal of Educational Thought. 39(2),
Leggo, C. (2005). An archipelago of fragments: Writing
other gendered lines of connection. Men and Masculinities, 8,
Leggo, C. (2005). The heart of pedagogy: On poetic
knowing and living. Teachers and Teaching: Theory and Practice, 11(5),
Leggo, C. (2005). The letter of the law/the silence
of letters. In P. Trifonas (Ed.), Communities of difference (110-125).
New York: Palgrave Macmillan.
Leggo, C. (2005). Synonyms: Fiction & knowing.
In W. Gershon, T. Kelly, K. Kesson, & W. Walter-Bailey (Eds.), (De)liberating
curriculum and pedagogy: Exploring the promise and perils of ìscientifically
based approaches (85-98). Troy, NY: Educator’s International