Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

Hodges, Caroline E.M.; Fenge, Lee‐Ann; Cutts, Wendy

doi:10.1080/09687599.2014.907775

Cited by 18 publications

(15 citation statements)

References 24 publications

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“…I hope this research challenged existing views and perceptions on living and dying and that it has the potential to serve as a catalyst for change (Hodges et al, 2014). I also hope that the potency of both found poetry and performance for different and varying audiences can be used to re/present and consequently reimagine what is because in the end, silence is not an option.…”

Section: Final Reflectionmentioning

confidence: 89%

Found Poetry: Reimagining What is Present and What is Absent Through the Journals of Her Life

Brown

2019

Cultural Studies ↔ Critical Methodologies

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This article maps an emergent qualitative research process of writing found poetry to give voice to a long-term care patient who was slowly losing her physical capabilities to supra nuclear palsy. Through an initial chance encounter, the poem Thank you was written from the patient’s scribed journals and then performed in variety of settings for a variety of audiences. First, an academic conference proceeding, followed by a video recording performance, and finally, it was performed for health care providers at the patient’s annual case conference. The performances gave this elderly disabled woman, my mother, her voice.

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Section: Final Reflectionmentioning

confidence: 89%

Found Poetry: Reimagining What is Present and What is Absent Through the Journals of Her Life

Brown

2019

Cultural Studies ↔ Critical Methodologies

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“…Leo’s invitation to examine the deep reservoirs of his own lived experience initiated a form of “crip poetry” (Ferris, 2007), an art form which centers the experience of persons with dis/abilities empowering them to take control of the gaze and terms under which they are viewed. Crip poetry provides avenues to share aspects of dis/ability, drawing on the topic, perspective, language, and aesthetics of the author’s choosing (Kuppers, 2007), and supports collectively questioning societal attitudes and actions toward dis/ability (Hodges, Fenge, & Cutts, 2014).…”

Section: Discussionmentioning

confidence: 99%

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

Coppola

Woodard

Vaughan

2019

Literacy Research: Theory, Method, and Practice

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This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

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“…For many years, researchers have highlighted the importance of working collaboratively with young people to move beyond 'top-down' approaches when assessing impact (Alderson et al, 2019;Doucet et al, 2021;Hodges et al, 2014). The benefits of adopting such approaches include the potential for social change, as it empowers communities that are often disempowered, and 'the potential to strengthen participation in service provision and delivery' (Smithson and Jones, 2021: 358).…”

Section: The Projectmentioning

confidence: 99%

The challenges of assessing the impact of a comedy programme aimed at improving the mental well-being of young people

Caslin

Davies²

2022

Research for All

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Assessing the impact of community-based programmes presents many challenges. One difficulty encountered is how to develop appropriate research methods to capture the impact of the work while also meeting the demands of external funders. For almost two decades, the charity organisation The Comedy Trust (TCT) have attempted to navigate these challenges. In 2018, TCT had the opportunity to work with a university-based researcher to develop their approaches to research. We aimed to explore what happens when you move away from quantifiable predetermined methods to take a more participatory approach to work alongside the participants of the programme. We decided to focus on their Feeling Funny Youth programme, which is aimed at young people to support their mental health and well-being. This paper is a case study of how the programme worked with a group of young people based within a youth organisation. In this paper, we offer a comparison of the standardised tool adopted by TCT with the development of more creative and participatory methods developed in collaboration with young people who participated in the programme. We offer an insight into what can be gained by adopting more creative and participatory methods to capture the experiences of young people, as this enabled us to really hear the important messages they want to share.

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Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

Cited by 18 publications

References 24 publications

Found Poetry: Reimagining What is Present and What is Absent Through the Journals of Her Life

Found Poetry: Reimagining What is Present and What is Absent Through the Journals of Her Life

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

The challenges of assessing the impact of a comedy programme aimed at improving the mental well-being of young people

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