The Spirit of Modern American Poetry

Untermeyer, Louis

doi:10.2307/802623

Cited by 4 publications

(1 citation statement)

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“…In 1928, two separate editions, one targeting secondary and the other college English teachers, were published. The journal’s status and leading role in promoting the teaching of poetry in the first half of the century are suggested by the critics and poets who published in both editions of EJ at this time, from Louis Untermeyer in 1924 and 1932 to J. B. Priestley in 1929 and 1930, Ezra Pound in 1933, Mark Van Doren in 1934, Allen Tate in 1940, and Cleanth Brooks in 1948.…”

Section: Findings: Original Studymentioning

confidence: 99%

On the Teaching of Poetry in English Journal, 1912-2005

Dressman

Faust

2014

Journal of Literacy Research

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This study reports two stages of research into the discourses of poetry education in the United States from the early 20th to the early 21st centuries. The first is an original study that traces the history of discourses about teaching poetry, and the second is a coda or concluding analysis that raises questions about how history functions as a trope and whether or how the history of poetry education matters in the present. In the original study, we photocopied, inventoried, coded, and noted patterns of discourse over virtually every article published on the teaching of poetry in the oldest practice-oriented journal of literacy education in the United States, English Journal, from 1912 to 2005. In the coda that follows, we revisited and refined conclusions from our initial round of investigation in light of the theoretical implications of three models of historical and social change: Parsonian functionalist theories, Marxist/neo-Marxist theories of dialectical materialism, and Foucauldian theories of discourse, power, and practice. In conclusion, we consider the implications of history and of historical thinking for present and future research and practice.Discussions about issues of research and practice within literacy studies very often reference history in support of scholars' claims. We have read, for example, that the First Grade Studies of the 1960s and indeed the expansion of educational research in general at the time were the result of the Cold War and Soviet advances in space

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