Urban poetics: Poetry, social justice and critical pedagogy in education

被引：0

作者：

Stovall D. ^{[1
]}

机构：

[1] College of Education, University of Illinois, Chicago, IL

来源：

The Urban Review | 2006年 / 38卷 / 1期

关键词：

Critical pedagogy; Social justice; Spoken word poetry; Urban education;

D O I：

10.1007/s11256-006-0027-5

中图分类号：

学科分类号：

摘要：

Posing an alternate view to high stakes educational models, the thoughts, opinions and practices of four poetry educators are used to provide critical insights as how to infuse creative outlets in the educational process. In gathering the motivations of these poetry educators, a goal of this project is to encapsulate their philosophies through researcher observation and participation. Engaging such work with social justice at the center creates a particular disposition. It can be subjective in the sense that an understanding of improvement requires an explicit commitment to the improvement of the lives of young people in education through a participatory process. © 2006 Springer Science+Business Media, Inc.

引用

页码：63 / 80

页数：17

共 16 条

[1]

Cepeda R., And it don't stop: The best American hip-hop journalism of the last 25 years, (2004)

[2]

Delpit L., Other People's Children: Cultural Conflict in the Classroom, (1995)

[3]

Denzin N., Lincoln Y.S., The Sage Handbook of Qualitative Research, (2005)

[4]

Friere P., Pedagogy of the Oppressed, (1970)

[5]

Forman M., Neal M.A., That's the Joint: The Hip-hop Studies Reader, (2004)

[6]

George N., Hip-hop America, (1999)

[7]

Gitlin T., Power and Method: Political Activism and Educational Research, (1994)

[8]

Ibanez-Carrasco F., Meiners E., Public Acts: Disruptive Readings on Making Curriculum Public, (2004)

[9]

Kiel M., Taking Gwendolyn Brooks back to her neighborhood, Humanities, 15, 3, pp. 1-6, (1994)

[10]

Ladson-Billings G., The Dreamkeepers: Successful Teachers of African-American Children, (1994)

← 1 2 →