Academia.eduAcademia.edu

Outline

Title
Abstract
Conclusion
References
All Topics
Psychology

POETRY TO RAPSO: Localized Narrative in the Classroom

Profile image of Beulah JaikaransinghBeulah Jaikaransingh

2016

Abstract

This qualitative research paper explores the experiences and perspectives of two long-standing teachers and poetry enthusiasts who use poetry and Rapso in their classrooms. The researchers use self-study of teaching and narrative analysis to share their stories and explore the ways in which personal and localized materials inform their teaching. They employ a “critical friend ” to facilitate verification of the narratives and findings. The emergent themes, while identifying challenges, portray Rapso in the Poetry and the Poetry in the Rapso as rich in relevance and opportunities for nurturing a joy for learning and teaching generally, and reading and cultural identity more specifically. “West Indian children live poetry, ” asserts the Caribbean Examinations Council (2011, p. 8), yet they are deficient in their appreciation and understanding of this very creative expression. Teachers are encouraged to address this inadequacy by placing the learners ’ knowledge, aesthetics, and indivi...

Related papers

Towards Decolonising Poetry in Education: The ZAPP Project
Denise R Newfield

Education As Change, 2020

This article concerns ZAPP (the South African Poetry Project), which is a community of poets, scholars (including the authors), teachers and students, established in 2013 to promote, in educational systems, the work of contemporary South African poets. For the past three years (2017–2019), we have attempted through outreach and research to contribute to decolonising South African education by paying attention to indigenous poetic traditions and practices. Our research has focused on content, pedagogy and institutional practice. The article outlines and attempts to assess three interrelated components of ZAPP’s research into the decolonisation of poetry and education: our research into the transformation of teaching and learning in EFAL (English First Additional Language) poetry classrooms, our ongoing research into what constitutes indigenous South African poetry today, and our research into institutional practices concerning the production and dissemination of knowledge about poetr...

View PDFchevron_right
Getting to What Is: Poetry as a Genre of Access for Multilingual Learners
Audrey Friedman

2019

View PDFchevron_right
Poetry in Teaching & Learning Qualitative Research
Audra Skukauskaite, Amber Mullens

The Qualitative Report, 2024

This article stems from a workshop presented at the 15th TQR conference on poetry in teaching and learning qualitative research. Over the last few decades, scholars have argued for the use of poetry and other arts-based techniques in qualitative research. Most of the research, however, focuses on using poetry for data analysis and representation. In this article, we shift the conversation to the use of poetry for teaching and learning qualitative research. Starting with a poem in three voices of educator, student, and researcher, we provide an overview of poetry use in qualitative inquiry. We then offer brief overviews of poetic forms such as found poetry, identity poems, haikus, and free verse poetry. Subsequently, we share examples of how we have used these poetic forms in our own teaching and learning of qualitative research. In sharing the reasoning, guidelines, and examples of poetry use in the qualitative research classroom, we invite others wanting to implement poetry in their work to try one or more of the practices.

View PDFchevron_right
Critical Intersections through Poetry in a TESOL & World Language Graduate Education Program
Yixuan Wang, Ming Sun, Kuo Zhang, Sharon M Benson-Nuruddin, PhD, Amanda Deaton, Melisa Cahnmann-Taylor

Intersections: Critical Issues in Education, 2019

In this studio submission, Language Education students who took one or more poetry writing courses along with their instructor share one poem draft and critical reflection, noting the political climate of the work co-produced and inquiry regarding the impact of producing creative work as reflexive, critical teacher education scholarship. Together they draw a context and implications for creative and critical teacher education through shared poetry writing.

View PDFchevron_right
using the "right poem" to raise sociocultural consciousness
Danné E. Davis

This essay posits performance poetry as an innovative pedagogical tool in teacher education. The expanding racial divide between white teacher candidates and schoolchildren of color calls for new and meaningful ways to inform teacher candidates’ sociocultural understandings of schoolchildren of color. Excerpts from the author’s autoethnographic narrative poems are interwoven with the words and wisdom of notables Nikki Giovanni and Gwendolyn Brooks. Reflections on the author’s efforts to integrate the right poem reveal success when framed by Urie Brofenbrenner’s Ecological Systems Theory.

View PDFchevron_right
The Craft, Practice, and Possibility of Poetry in Educational Research
Melisa Cahnmann-Taylor

Educational Researcher, 2003

View PDFchevron_right
Opportunities of Poetry Pedagogy in Literature in English at Two Leribe Schools: Teachers' perceptions
Kananelo S Moea

CERN European Organization for Nuclear Research - Zenodo, 2022

This study examines the opportunities of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi structured interviews were used to collect d opportunities in the English as a Second Language (ESL) classroom. The findings show that culturally, linguistically for enhancing both analytic and teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre. It was also concluded that despite emphasis on more functional or instrumental notions of literacy in literacy programs in many Lesotho classrooms, poetry is pivotal for understanding the deeper meanings in the use of language and the power of language to convey tone and emotion, words and within word groups, thus, cultural awareness.

View PDFchevron_right
Culturally Relevant Pedagogy and Critical Literacy
Ann E Lopez

As classrooms become more diverse it is important that teaching centres the lived experiences and realities of all students. This article presents the common elements of culturally relevant pedagogy and critical literacy through performance poetry.

View PDFchevron_right
Poetry Writing As Part Of Pedagogical Practices
Zahratul H Daulay

2021

Zahratul Hafizah Daulay's final paper works for this semester

View PDFchevron_right
Poetic Consciousness in Pedagogy
Indrani Margolin

2012

View PDFchevron_right

References (55)

  1. Accioly de Amorim, A. C. (2009). Literacy and numeracy in select countries of the Caribbean. In Inter-American Development Bank Regional Policy Dialogue on Education & Caribbean Development Bank, Literacy and numeracy in the Caribbean: Report of the Caribbean Subregional Meeting, Dec. 2-3, 2008, Bridgetown Barbados (pp. 44-94). Washington, DC: IDB. Retrieved from http://www.iadb.org/en/publications/publication- detail,7101.html?dctype=All&dclanguage=en&id=20551%20
  2. Aiyejina, F. (2005). Unmasking the chantwell narrator in Earl Lovelace's fiction. Anthurium: A Caribbean Studies Journal, 3(2), 1-10.
  3. Allington, R. (2006). What really matters for struggling readers: Designing research-based programs (2 nd ed.). Boston, MA: Pearson/Allyn & Bacon.
  4. Berry, A., & Crowe, A. (2006). Extending our boundaries through self-study: Framing a research agenda through beginning a critical friendship. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), The Sixth International Conference on Self-Study of Teacher Education Practices: Collaboration and Community: Pushing Boundaries Through Self-Study (pp. 31-35). Cedar Falls: IA: University of Northern Iowa.
  5. Boyce-Davies, C. E. (Ed.). (2008). Encyclopedia of the African diaspora: Origins, experiences, and culture. Santa Barbara, CA: ABC-CLIO.
  6. Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. doi:10.3102/0013189X030003013
  7. Caribbean Examinations Council. (2011). Caribbean Secondary Education Certificate: Teachers guide for the teaching of English B. St. Michael, Barbados: Author. Retrieved from http://www.cxc.org/node/672
  8. Carrington, L. D. (1999). The status of Creole in the Caribbean. Caribbean Quarterly, 45(2/3), 41-51.
  9. Cheng, L. R., & Butler, K. (1989). Code-switching: A natural phenomenon vs. language "deficiency". World Englishes, 8(3), 293-309. doi:10.1111/j.1467- 971X.1989.tb00670.x
  10. Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21-35. doi:10.1177/0022487 106296218
  11. Coia, L., & Taylor, M. (2006). Moving closer: Approaching educational research through a co/autoethnographic lens. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), The Sixth International Conference on Self- Study of Teacher Education Practices: Collaboration and Community: Pushing Boundaries Through Self-Study (pp. 59-62). Cedar Falls: IA: University of Northern Iowa.
  12. Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49-51.
  13. Côté, G. (2012). Rapso [Video file]. Retrieved from: http://www.youtube.com/ watch?v=c94YTJCnHLo
  14. Craig, C. J. (2009). Trustworthiness in self-study research. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Rotterdam, Netherlands: Sense Publishers.
  15. Cutterridge, J. O. (1986). Nelson's West Indian readers. Surrey, UK: Thomas Nelson.
  16. De La Mare, W. (1923). Come hither: A collection of rhymes and poems for the young of all ages (embellished by Alec Buckels). New York, NY: Knopf. Retrieved from http://babel.hathitrust.org/cgi/pt?id=mdp.39015006586815 ;view=1up;seq=415;q1=There%20was%20an%20Indian;start=1;size=10;page =search;num=369
  17. De Lisle, J. (2012). Secondary school entrance examinations in the Caribbean: Legacy, policy, and evidence within an era of seamless education, Caribbean Curriculum, 19, 109-143.
  18. De Lisle, J., Smith, P., & Jules, V. (2010). Evaluating the geography of gendered achievement using large-scale assessment data from the primary school system of the Republic of Trinidad and Tobago. International Journal of Educational Development, 30(4), 405-417. doi:10.1016/j.ijedudev.2010. 01.001
  19. Dowdy, J. K. (1999). Doublespeak. Caribbean Quarterly, 45(2/3), 52-63.
  20. Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26-28. doi: 10.3102/0013189X032003026
  21. Freire, P. (2000). Pedagogy of the oppressed (30th ann. ed.). New York, NY: Continuum International.
  22. George, J., & Lewis, T. (2011). Exploring the global/local boundary in education in developing countries: The case of the Caribbean. Compare, 41(6), 721-734. doi:10.1080/03057925.2011.579712
  23. George, J., Mohammed, J., & Quamina-Aiyejina, L. (2003). Teacher identity in an era of educational reform: The case of Trinidad and Tobago. Compare, 33(2), 191-206. doi:10.1080/0305792032000070048
  24. Hale, T. A. (2007). Griots and griottes: Masters of words and music (African Expressive Cultures). Bloomington, IN: Indiana University Press.
  25. Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235-246). London, UK: Falmer.
  26. Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study, and auto- ethnography. Studying Teacher Education, 4(1), 17-28. doi:10.1080/1742 5960801976321
  27. Holm, T., Pearson, J. D., & Chavis, B. (2003). Peoplehood: A model for the extension of sovereignty in American Indian studies. Wicazo Sa Review, 18(1), 7-24. doi:10.1353/wic.2003.0004
  28. Hughes, J. (2007). Poetry: A powerful medium for literacy and technology development. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/ inspire/research/whatWorks.html
  29. Kaplan, J. (2006). Self-study of teacher education practices: Merging the affective and effective in classroom methodology. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), The Sixth International Conference on Self- Study of Teacher Education Practices: Collaboration and Community: Pushing Boundaries Through Self-Study (pp. 138-142). Cedar Falls: IA: University of Northern Iowa.
  30. LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (pp. 817-869). Dordrecht, Netherlands: Kluwer Academic.
  31. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. doi:10.3102/000 28312032003465
  32. London, N. (2003). Pathways to educational transformation and development: Policies, plans, lessons. Toronto, Canada: Canadian Scholars' Press.
  33. Loughran, J. J. (2004). Learning through self-study: The influence of purpose, participants and context. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (pp. 151-192). Dordrecht, Netherlands: Kluwer Academic.
  34. Lynch, M. A. (2009). Making the relevant connection: The middle school student and poetry: An understanding and appreciation of poetry to inspire the poet within (Yale National Initiative). Retrieved from http://www.yale.edu/ynhti/national curriculum/units/2005/1/05.01.03.x.html MacIntosh, L. M. (1999). Folking English. Caribbean Quarterly, 45(2/3), 77- 83.
  35. MacMillan, A. (Comp. & Ed.). (1922). The Red Book of the West Indies: Historical and descriptive, commercial and industrial, facts, figures, & resources. London, UK: W.H. & L. Collingridge. Retrieved from http://ufdc.ufl.edu/UF00078553/00001/3?search=el+dorado Mighty Sparrow. (1963). Dan is the Man (in the Van) [Video file]. Retrieved from http://www.youtube.com/watch?v=JR2KuuHvTGc
  36. Miller, E. (1994). Literacy in Jamaica: An overview. In K. E. Ingram (Ed.), Libraries, literacy and learning: Essays in honour of the Hon. Joyce Lilieth Robinson (pp. 17-47). Kingston, Jamaica: Jamaica Library Association. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00-4769). Washington, DC: U.S. Department of Health and Human Services.
  37. Oliver, P. (1970). Savannah syncopators: African retentions in the blues. New York, NY: Stein & Day.
  38. Poirier, C. F. (1992). A student teacher's voice: Reflections on power. Journal of Education for Teaching, 18(1), 85-91. doi:10.1080/0260747920180108
  39. Reed-Danahay, D. (1997). Auto/ethnography: Rewriting the self and the social. London, UK: Berg Publishers.
  40. Sadre-Orafi, S. (2005). Hypernationalist discourse in the rapso movement of Trinidad and Tobago. In C. G. T Ho & K. Nurse (Eds.), Globalisation, diaspora and Caribbean popular culture (pp. 215-243). Kingston, Jamaica: Ian Randle.
  41. Samaras, A. P. (2010). Self-study teacher research: Improving your practice through collaborative inquiry. Los Angeles, CA: Sage.
  42. Samaras, A. P., & Freese, A. R. (2009). Looking back and looking forward: An historical overview of the self-study school. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3-20). Rotterdam, Netherlands: Sense Publishers.
  43. Seunarinesingh, K. (2010). Primary teachers' explorations of authentic texts in Trinidad and Tobago. Journal of Language and Literacy Education [Online], 6(1), 40-57. Retrieved from http/:www.coa.uga.edu:jolle:2010_1: explorations.pdf
  44. Siegel, J. (2007). Creoles and minority dialects in education: An update. Language and Education, 21(1), 66-86. doi:10.2167/le569.0
  45. Siegel, J. (2008). Pidgin in the classroom. Educational Perspectives, 41(1/2), 55-65.
  46. Sontag, D. (1992, November 28). Caribbean pupils' English seems barrier, not bridge. New York Times, p. 22.
  47. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.
  48. Starr, L. J. (2010). The use of autoethnography in educational research: Locating who we are in what we do. Canadian Journal for New Scholars in Education, 3(1), 1-9.
  49. 3 Canal. (2008). Boom up history [Video file]. Retrieved from http://www.youtube.com/watch? v=jHlPWFxyoJk
  50. Canal. (2009). T'in Cow. [Audio file]. Retrieved from http://www.3canal.com Tompkins, G. E. (1998). Language arts: Content and teaching strategies (4 th ed.). Upper Saddle River, NJ: Prentice Hall.
  51. Trinidad and Tobago. Ministry of Education. (2008). National report on the development of education in Trinidad and Tobago. 48 th International Conference on Education (Geneva). Retrieved from http://www.ibe.unesco.org/National_Reports/ICE_2008/trinidadtobago_NR08 .pdf Trotman, J., & Kerr, T. (2001). Making the personal professional: Pre-service teacher education and personal histories. Teachers and Teaching: Theory and Practice, 7(2), 157-172. doi:10.1080/13540600120054955
  52. Weaver, R. (2007). Using poetry to enrich basic literacy instruction [PowerPoint presentation]. Retrieved from http://sfpl.org/uploads/files/1/28/ using%20poetry%20in%20adult%20literacy%202013.pdf
  53. Westgate Pesola, R. J. (2008). Poetry emotion or effective literacy practices for individuals with intellectual disabilities. Teaching Exceptional Children Plus, 4(5), Article 5. Retrieved from http://escholarship.bc.edu/education/tecplus/ vol4/iss5/art5
  54. Youssef, V. (1996). Varilingualism: The competence underlying codemixing in Trinidad and Tobago. Journal of Pidgin and Creole Languages, 11(1), 1-22. doi:10.1075/jpcl.11.1.02you
  55. Youssef, V. (2004). 'Is English we speaking': Trinbagonian in the twenty-first century. English Today, 20(4), 42-49. doi:10.1017/S0266078404004080

Related papers

Mapping Pathways for an Indigenous Poetry Pedagogy: Performance, Emergence and Decolonisation
grace mavhiza

Education as Change

Poetry is notoriously unpopular in high school English classrooms all over the world, and English FAL (First Additional Language) classrooms in South Africa are no exception. We report on a pedagogical intervention with Grade 11 learners in a township school in Johannesburg, where the classroom was opened to indigenous poetry and identities by allowing learners to write and perform their own poetry in any language and on any topic. Rejecting essentialist notions of indigeneity as defined by bloodline or “race”, we work with a notion of indigenous identity as fluid and performative, and as inescapably entwined with coloniality. We argue that indigenous poetry, meanings and identities were emergent in the open space created by the intervention. To further explore this emergence, we discuss pedagogy itself as performative, an interaction between teacher and learners in which knowledge is built, stories told and identities sedimented. We focus on what can be learned about possible pedag...

View PDFchevron_right
Research That Is Real and Utopian: Indigenous Knowledge as a Resource to Revitalise High School Poetry
Phillippa Yaa de Villiers

Education As Change, 2020

This article presents the reflections of a research team from the ZAPP-IKS project. ZAPP (the South African Poetry Project) undertook a three-year NRF-funded research project titled “Reconceptualising Poetry Education for South African Classrooms through Infusing Indigenous Poetry Texts and Practices”. The research on which we report here was undertaken as part of that project. The team consists of an English teacher, a poet and an academic. Together, they attempted a research intervention at a Johannesburg secondary school. The article presents their reflections on the challenges, successes and potentials of the attempted research intervention, which was intended to energise and inspire the teaching of English poetry by drawing from and developing indigenous knowledges and principles. Presented as a play, a praise poem and a conventional academic analysis by the school-based teacher, the university-based poet, and the university-based academic, respectively, the article offers dive...

View PDFchevron_right
Poetry and Cultural Identity: A Sociocultural Approach for Teacher Education Classrooms
Rick Marlatt

Action in Teacher Education, 2019

Future teachers often manifest a low confidence in their own writing and do not see themselves as writers. Developing an identity as authors requires ample opportunities for writing that sustain preservice teachers' discourses and cultural models. As writing across the content areas is considered a powerful way of learning, creating spaces for future teachers to strengthen their writing skills and their predisposition for teaching writing must become a priority in teacher preparation. This article proposes that autobiographical poetry in particular allows aspiring teachers the freedom to explore their cultural identity while drawing upon various social literacies and can serve as a bridge between personal and professional reflection. Specifically, this paper features autobiographical poetry-writing activities implemented in two teacher education courses at a Hispanic Serving Institution (HSI) in the Southwest of the US-a Bilingual Education/ Teaching English to Speakers of Other Languages (TESOL) course with 20 students, and a Content Area Literacy course with 34 students. These pedagogical practices are contextualized within a sociocultural approach that focuses on encouraging students to tap into their cultural and linguistic backgrounds as they prepare to develop their own pedagogies centered on agency and identity.

View PDFchevron_right
Between the lines: When culture, language and poetry meet in the classroom
Badra Menouer

Language Teaching, 2010

This article explores the impactful possibilities of integrating these three elements into educational programs. By analyzing how cultural backgrounds influence language and poetry, we can gain insights into how students relate to both the known and the unknown. Through poetry, learners can engage with the nuances of language—its rhythm, metaphor, and imagery—which not only enriches their vocabulary and linguistic skills but also sharpens their critical thinking and emotional intelligence. Furthermore, by exploring poetry from various cultures, students are invited to step into the shoes of diverse poets, experiencing different worldviews and emotional landscapes. This immersive engagement fosters empathy and opens dialogue about complex social issues, paving the way for students to cultivate a more nuanced understanding of identity and the shared human experience. The article will highlight pedagogical strategies for integrating cultural literature and poetry into language education, demonstrating how these practices not only promote linguistic proficiency but also encourage deeper cultural competence. In doing so, educators can equip students with the critical tools they need to navigate our multifaceted world, breaking down barriers of misunderstanding and building bridges of connection that celebrate diversity in all its forms.

View PDFchevron_right
"Lived Life Through a Colored Lens": Culturally Sustaining Poetry in an Urban Literacy Classroom
Andrea Vaughan, Emily Machado

Culturally sustaining pedagogy is a theoretical approach to teaching and learning that aims to support and foster students' cultural, linguistic, and literate practices. We examine culturally sustaining pedagogy as it is applied to a unit on reading, writing, and performing poetry in an urban literacy classroom. Using qualitative methods, we look closely at how three seventh-grade students explored their hybrid and fluid affiliations with a variety of cultural groups, ranging from religious cultures to local and interest-driven youth cultures. Through engaging in linguistic play, invoking an insider perspective, and leveraging the practices of youth literate culture, the focal students came to see themselves and their peers in new ways. We conclude by offering suggestions for teachers who wish to take up culturally sustaining literacy pedagogies in their own classroom contexts.

View PDFchevron_right

Related topics

  • Psychology
    • 580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved