Where Poems Hide: Finding Reflective, Critical Spaces Inside Writing Workshop

Flint, Amy Seely; Laman, Tasha Tropp

doi:10.1080/00405841.2012.636328

Cited by 18 publications

(8 citation statements)

References 9 publications

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“…Spoken word allows students to manipulate language without the restrictions of grammar or structure. In recent years, studies conducted in schools in the United States and England used spoken word poetry to support culturally sustaining pedagogy in secondary English classrooms (e.g., Biggs-El, 2012;Ciardiello, 2010;Dymoke, 2017;Fisher, 2015;Flint & Laman, 2012;Jocson, 2005;Scarbrough & Allen, 2014;Smith, 2010;Williams, 2015;Wiseman, 2011). Despite growing international scholarship in this area, there has been no prior Australian research examining spoken word poetry in school contexts.…”

Section: Katelyn Jones Jen Scott Curwoodmentioning

confidence: 99%

“…Culturally sustaining pedagogy can be used to teach spoken word poetry, which allows for the celebration of diversity in literacies and the engagement of typically marginalized students. By confronting relevant societal issues, writing in this genre strengthens students' critical literacy while working as an empowering pedagogy (Flint & Laman, 2012;Jocson, 2005). The first of its kind in Australia, this study offers teachers insight into how to effectively use culturally sustaining pedagogy in their classrooms to strengthen students' critical literacy skills.…”

Section: Looking Back and Moving Forwardmentioning

confidence: 99%

“…Spoken word poetry can readily be taught through culturally sustaining pedagogy to build students' critical literacy skills. Critical literacy involves the analysis of the world by interrogating the power structures present in texts that oppress certain voices (Flint & Laman, 2012). This requires students to analyze texts in ways that examine the intersections of race, class, and gender that can influence a text's creation and perception (Johnson & Vasudevan, 2012).…”

Section: Critical Literacy and Creativity In The Third Spacementioning

confidence: 99%

“…By questioning the meaning of language, students become active citizens who evaluate existing social and power structures (Fiore, 2015;Fisher, 2015). Critical literacy skills are essential for 21st-century learners, with texts being produced exponentially and students accessing these on a mass scale (Flint & Laman, 2012). Additionally, critical literacy skills are integral to the New South Wales English K-10 Syllabus, which expects students to "develop their critical and imaginative faculties" (New South Wales Education Standards Authority, 2012, p. 10) in their study of English.…”

Section: Critical Literacy and Creativity In The Third Spacementioning

confidence: 99%

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Tell the Story, Speak the Truth: Creating a Third Space Through Spoken Word Poetry

Jones¹,

Curwood²

2020

J Adolescent & Adult Lit

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Young people around the world are engaging in innovative literacy practices through their creation of, and engagement with, spoken word poetry. From community‐based slams to school‐based workshops to online videos, this genre has become increasingly popular with marginalized youth who have an opportunity to have their often‐silenced voices heard and receive instantaneous feedback on their creative work. Situated in Sydney, Australia, the authors used a multicase embedded research approach to investigate how spoken word poetry workshops employ culturally sustaining pedagogy, create a third space for literacy development, and encourage diverse students to develop and strengthen their critical literacy skills. The authors highlight a rich array of diverse voices, explore the instrumental role of mentor poets, and provide teachers with practical approaches to incorporating culturally sustaining pedagogy while enhancing students’ critical literacy.

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Section: Katelyn Jones Jen Scott Curwoodmentioning

confidence: 99%

Section: Looking Back and Moving Forwardmentioning

confidence: 99%

Section: Critical Literacy and Creativity In The Third Spacementioning

confidence: 99%

Section: Critical Literacy and Creativity In The Third Spacementioning

confidence: 99%

See 2 more Smart Citations

Tell the Story, Speak the Truth: Creating a Third Space Through Spoken Word Poetry

Jones¹,

Curwood²

2020

J Adolescent & Adult Lit

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“…Workshop approaches allow teachers to structure their teaching in ways that acknowledge literacy learning as an individual process. In an era of testing and accountability, authentic workshop approaches to teaching may not always be a direct counterpart to skills-based teaching, although many researchers have shown how teachers hold to workshop values and continue to develop these pedagogies despite accountability mandates (e.g., Higgins, Miller, & Wegmann, 2006; Santman, 2002; Seely Flint & Laman, 2012; Wolf & Wolf, 2002). Gina’s approach relates to what researchers have shown where workshop teaching does not necessarily replace the dominant curriculum, but instead offers a way to negotiate expectations set forth by the school, the district, or curricular mandates.…”

Section: Findings: Supplementing Test Preparation and A Skills-based mentioning

confidence: 99%

Growing the Good Stuff

Zoch

2015

Journal of Literacy Research

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This ethnographic study reports on one elementary literacy coach's response to highstakes testing and her approach to support third-through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations of classes and meetings, audio/video recordings, and transcribed interviews. The findings illustrate how the literacy coach used her knowledge and beliefs about teaching reading along with her position of leadership to craft alternative responses to an environment that endorsed a skills-based approach to teaching reading and placed a strong emphasis on test preparation. Specifically, the literacy coach enriched the skills-based reading curriculum with reading workshop, supported teachers' learning and growth with teacher-centered inquiry groups, and focused on language and authentic literature as a way of preparing students for the test. These findings suggest that the literacy coach played an important role in supporting teachers with negotiating the demands of a high-stakes testing environment and in ways that did not necessarily compromise the literacy coach's beliefs. These findings also suggest the importance of a supportive school environment where teachers have a sense of community for support and professional growth.

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“My beating and bleeding heart for all of you”: Enacting culturally sustaining pedagogy through spoken word poetry

Curwood

2024

J Adolescent & Adult Lit

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This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6‐week school‐based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry.

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Where Poems Hide: Finding Reflective, Critical Spaces Inside Writing Workshop

Cited by 18 publications

References 9 publications

Tell the Story, Speak the Truth: Creating a Third Space Through Spoken Word Poetry

Tell the Story, Speak the Truth: Creating a Third Space Through Spoken Word Poetry

Growing the Good Stuff

“My beating and bleeding heart for all of you”: Enacting culturally sustaining pedagogy through spoken word poetry

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