Towards Decolonising Poetry in Education: The ZAPP Project

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Denise Newfield, D. Byrne
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引用次数: 3

Abstract

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 poetry. We draw on various conceptual frameworks to explore ZAPP’s research, namely, South African poetry scholarship, decolonial theory, theories of indigeneity, theories of multimodality, posthumanism and new materialisms. The article shows both the achievements and challenges of our research efforts in the three areas of content, pedagogy and institutional practice. Its final claim is that these three areas are crucial sites of intervention in attempts at decolonising poetry in existing disciplines in research and education.
走向诗歌在教育中的非殖民化:ZAPP项目
本文与南非诗歌计划(ZAPP)有关,这是一个由诗人、学者(包括作者)、教师和学生组成的社群,成立于2013年,旨在通过教育系统推广当代南非诗人的作品。在过去的三年里(2017-2019年),我们试图通过外联和研究,通过关注土著诗歌传统和实践,为南非非殖民化教育做出贡献。我们的研究主要集中在内容、教学法和制度实践上。本文概述并试图评估ZAPP诗歌与教育非殖民化研究的三个相互关联的组成部分:我们对EFAL(英语第一附加语言)诗歌课堂教学转型的研究,我们对当今南非土著诗歌构成的持续研究,以及我们对有关诗歌知识生产和传播的制度实践的研究。我们利用各种概念框架来探索南非诗歌研究,即南非诗歌学术、非殖民化理论、土著理论、多模态理论、后人文主义和新唯物主义。文章从内容、教学方法和制度实践三个方面展示了我们的研究成果和挑战。它的最后主张是,这三个领域是干预诗歌在现有研究和教育学科中去殖民化的关键场所。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education As Change
Education As Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
29
审稿时长
24 weeks
期刊介绍: Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.
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