At the crossroads: choosing radical action in post-COVID higher education

Purpose This paper uses a new methodology to bring together reason and affect in an exploration of the idea of acting radically as a teacher in a higher education context. Design/methodology/approach The paper explores the connection between values and action in Early Childhood Education Initial Teacher Education by using found poetry, framed poetry (created from several found poems) and formed poetry (developed in response to the framed poetry). This way of capturing, and effectively coding, the data creates space for affect to be recognised as a powerful factor in choices about pedagogy and practice. It also draws on student responses to placement experiences during COVID. Findings The paper includes a discussion on the ways in which values inspire radical action. When such values are articulated and experienced in higher education classrooms, they impact students' and teachers' choices professionally and personally. Originality/value The study concludes by proposing a conceptual framework for radical practice in higher education that flows from values.