Poetry, Literacy, and Creativity: Fostering Effective Learning Strategies in an Urban Classroom
By Valerie Kinloch. English Education, 2005
87 citations recorded by the source corpus.
his discussion of the politicalization of poetry, Tony Medina (2001) informs us that poetry"relevant, meaningful, provocative poetry"belongs to the people (p. xx; see also Jordan, 1985). For Medina, poetry should not be measured by how well a person rhymes or recites a line, or how quickly a person can "blow up" by profiting from poetry slams and/or public performances, but how well one arranges words on Poetry, like all genres Of a page ^0 produce meaningful, political, and even writing, serves a political personally urgent music. During the last three purpose, particularly for public years, I have closely examined Medina's arguSChool Students Struggling to ment and have come to believe that poetry, like master the conventions of all genres of writing, serves a political purpose, Standard American English and particularly for public school students struggling academic writing t0 master the conventions of Standard American English and academic writing. Its political purpose is situated in the relationship between oracy and writing, literacy and democracy (Rich, 1998; Jordan, 1989).
Subfields: Education, Literature and Literary Theory
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Citations in the corpus
- From the Coffee House to the School House: The Promise and Potential of Spoken Word Poetry in School Contexts (2005, background): “PLCs are grounded in three theoretical frameworks for literacy: literacy as critical (Shor, 1992; Freire & Macedo, 1987), literacy as a social practice (Street, 1982; Heath, 1983; Scribner & Cole, 1981), as learned through social participation (Wenger, 1998), and literacy as Democratic Engagement (R”