'Poetry is not a special club': how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people?

Tools

Dymoke, S. ORCID: 0000-0001-9592-852X, 2017. 'Poetry is not a special club': how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people? Oxford Review of Education, 43 (2), 225 - 241. ISSN 0305-4985

Preview

Text
1276970_Dymoke.pdf - Post-print
Download (468kB) | Preview

Official URL: https://doi.org/10.1080/03054985.2016.1270200

Abstract

This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses of school-based learning and the Spoken Word community, an artistic 'community of practice' into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners, and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11–18 year old students’ attitudes to poetry study, discussion, writing, and performance both in school and beyond the parameters of traditional secondary school learning.

Item Type:

Journal article

Publication Title:

Oxford Review of Education

Creators:

Dymoke, S.

Publisher:

Taylor and Francis

Date:

2017

Volume:

Number: