Making Poetry Matter: International Research on Poetry Pedagogy

Description

Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including: - teacher attitudes to teaching poetry in the urban primary classroom - digital poetry and multimodality - resistance to poetry in Post-16 English. The internationally recognised contributors draw on data collected through a variety of research methods, including case studies, to ensure that theory on poetry pedagogy is clearly linked to practice. They consider teaching and learning poetry in classrooms across the 5 - 19 age range from different perspectives, looking at reading; writing; speaking and listening and transformative poetry cultures.

Sue Dymoke is Reader in Education and Secondary PGCE Course Leader in the School of Education at the University of Leicester, UK. Andrew Lambirth is Professor of Education in the Faculty of Education and Health at the University of Greenwich, UK. Anthony Wilson is Senior Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for PCGE Primary English.

A timely and much needed collection of research essays which probe the current teaching of poetry at all stages of schooling. * English in Education * Both [this book and Making Poetry Happen] offer reassuring and affirming accounts of the innate power of poetry as a means of expressing identity and individuality in the classroom. ... [They] replace fears and anxieties with practical strategies and evidence of how creative and shared approaches to poetry can empower students within the classroom environment and beyond. * The Use of English * This rich and invigorating book provides a much-needed argument for the place of poetry in 21st century English curriculum, and a grounded and practical resource for reading, teaching, writing, analysing, performing and making poetry. Bringing together academics, practicing poets and classroom teachers, it offers a set of nuanced and wide ranging reflections on the pragmatics and possibilities of teaching poetry and timely and sensitive instances of good pedagogy and responsive teaching in current times. It will be warmly welcomed by English and literacy teachers, academics and the profession alike. Most importantly, it provides real opportunities to make a difference; to enhance and open up the experience of literature in young people's lives. * Catherine Beavis, Professor of Education, Griffith University, Australia *