Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/38811
Title: '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?
Authors: Dymoke, Sue
First Published: 11-Jan-2017
Publisher: Taylor & Francis (Routledge)
Citation: Oxford Review of Education, 2017, 43 (6), pp. 1-17
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 (Gee, 2015, p. 165) of school-based learning and the Spoken Word community, an artistic 'community of practice' (Wenger, 1997, p. 1) 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.
DOI Link: 10.1080/03054985.2016.1270200
ISSN: 0305-4985
eISSN: 1465-3915
Links: http://www.tandfonline.com/doi/abs/10.1080/03054985.2016.1270200
http://hdl.handle.net/2381/38811
Embargo on file until: 11-Jul-2018
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Creative Commons “Attribution Non-Commercial No Derivatives” licence CC BY-NC-ND, further details of which can be found via the following link: http://creativecommons.org/licenses/by-nc-nd/4.0/ Archived with reference to SHERPA/RoMEO and publisher website.
Description: The file associated with this record is under embargo until 18 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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