‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Literacy Pub Date : 2024-09-04 DOI:10.1111/lit.12386
Melanie Ramdarshan Bold
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引用次数: 0

Abstract

This article examines the impact of a poet‐led classroom‐based poetry programme on secondary school students' writer identities and self‐expression, particularly focusing on BPoC teenagers. Drawing on the Writing Realities framework, the research uses focus groups, participant observations, and interviews with the poet‐in‐residence. Rather than analysing the students' poems, the study explores their engagement with poetry writing and the poet‐in‐residence, highlighting the contribution to self‐reflection and meaning‐making. The findings reveal how the residency introduced students to diverse poetry forms, community‐based poetry, and collaborative writing, facilitating critical engagement with themes relevant to their lives. However, the school's status as a Predominantly White Institution hindered full expression of BPoC students' identities. The presence of the poet‐in‐residence, a young mixed‐heritage Muslim woman, positively influenced students' relationships with writing, particularly for BPoC students, by providing a protected space for self‐expression and identity exploration. The study underscores the importance of creating supportive environments in schools to nurture BPoC students' creativity and writer identity, emphasising the need for anti‐racist practices and culturally sustaining pedagogies to empower students from socially marginalised groups.
我觉得她的诗歌更像我的生活":通过诗人驻留培养黑人和华裔青少年的作家身份
本文探讨了以诗人为主导的课堂诗歌课程对中学生的作家身份和自我表达的影响,尤其关注BPoC青少年。研究借鉴了 "写作现实 "框架,采用了焦点小组、参与观察和对驻校诗人的访谈等方法。本研究没有分析学生的诗作,而是探讨了他们与诗歌写作和驻校诗人的接触,强调了他们对自我反思和意义创造的贡献。研究结果揭示了驻校诗人如何向学生介绍各种诗歌形式、社区诗歌和合作写作,促进他们批判性地参与与其生活相关的主题。然而,学校作为以白人为主的机构,阻碍了黑人和华裔学生充分表达自己的身份。驻校诗人是一位年轻的混合血统穆斯林妇女,她的存在为学生提供了一个自我表达和身份探索的受保护空间,对学生与写作的关系产生了积极影响,尤其是对黑人和华裔学生而言。这项研究强调了在学校创造支持性环境以培养黑人和穆斯林学生的创造力和作家身份的重要性,同时强调了反种族主义实践和文化可持续教学法的必要性,以增强来自社会边缘群体的学生的能力。
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来源期刊
Literacy
Literacy Multiple-
CiteScore
3.00
自引率
7.70%
发文量
46
期刊介绍: Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
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