Untempered Tongues: Teaching Performance Poetry for Social Justice

Autor/in	Camangian, Patrick
Titel	Untempered Tongues: Teaching Performance Poetry for Social Justice
Quelle	In: English Teaching: Practice and Critique, 7 (2008) 2, S.35-55 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Social Justice; Social Control; Poetry; Urban Schools; Literacy; Units of Study; Critical Thinking; Teacher Researchers; English Instruction; High School Students; Writing Instruction; Teaching Methods; Educational Strategies; Educational Objectives; Oral Interpretation; California + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Soziale Kontrolle; Lyrik; Poesie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alphabetisierung; Schreib- und Lesefähigkeit; Lerneinheit; Kritisches Denken; Lehrerforschung; English langauage lessons; Englischunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Educational objective; Bildungsziel; Erziehungsziel; Oral language; Mündlicher Sprachgebrauch; Kalifornien
Abstract	Despite high levels of disengagement in urban literacy classrooms, few teachers have seen fit to explore spoken word--the performance of poetry--as a tool to engage students in literacy. Spoken word poetry serves as a powerful means of self-representation for youth that are traditionally portrayed as threatening, menaces to society that do not know how to productively manage their temperaments. Drawing on prior, spoken word, poetry research in education, the article examines the impact of a performance poetry unit on students' critical thinking, literacy and voice from the perspective of a teacher/researcher in an urban classroom. Bridging the critical and the performance aspects of spoken word poetry in a South Los Angeles high school composition classroom, this article offers a concrete example of this praxis and reports on a curriculum project that empowered students to examine issues of privilege, social control and oppression in U.S. society. The article concludes with pedagogical implications for using, and going beyond, performance poetry as a teaching tool for creating student-centred, critical discursive spaces in schools. (Contains 10 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10