'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?

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

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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: 43
Number: 2
ISSN: 0305-4985
Identifiers:
NumberType
10.1080/03054985.2016.1270200DOI
1276970Other
Divisions: Schools > School of Education
Depositing User: Linda Sullivan
Date Added: 23 Jan 2020 16:25
Last Modified: 19 Feb 2020 11:26
URI: http://irep.ntu.ac.uk/id/eprint/39065

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