Poetry and Prose as Pedagogical Tools for Addressing Difficult Knowledges: Translocational Positionality and Issues of Collective Political Agency

Autor/in	Keddie, Amanda
Titel	Poetry and Prose as Pedagogical Tools for Addressing Difficult Knowledges: Translocational Positionality and Issues of Collective Political Agency
Quelle	In: Pedagogy, Culture and Society, 20 (2012) 2, S.317-332 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2012.688768
Schlagwörter	Indigenous Populations; Females; Prose; Poetry; Teaching Methods; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Sinti und Roma; Weibliches Geschlecht; Prosa; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this paper the focus is on the possibilities that poetry and prose offer as pedagogical tools that can both accommodate and address difficult and painful knowledges. The paper presents and analyses poems and prose written by students at a non-traditional secondary school for disadvantaged girls (many of whom identify as Indigenous Australian). Through stories of grief and pain, but also hope and possibility, the poetry/prose book signifies a sense of collective political agency against oppressive relations towards the girls creating new moulds of existence. Contra to dominant approaches to recognising and valuing Indigeneity in schools, these writings represent Indigenous culture as a complex, dynamic and contingent social practice. While it is contended that a valuing of marginalised cultures is an important aspect of cultural recognition, the paper argues that a broader and more critical focus is required in beginning to address Indigenous oppressions. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10