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ERIC Number: EJ1061850
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1521-0960
The Intersectionality of Culturally Responsive Teaching and Performance Poetry: Validating Secondary Latino Youth and Their Community
Ramirez, Pablo C.; Jimenez-Silva, Margarita
Multicultural Perspectives, v17 n2 p87-92 2015
In this article the authors draw from culturally responsive teaching and multicultural education to describe performance poetry as an effective strategy for validating secondary aged Latino youths' lived experiences. Supported by teacher modeling and the incorporation of community poets, students created and shared their own powerful poems that provided authentic opportunities to engage in critical analysis of the poems and issues of equality, social justice, and equity. Performance poetry is successfully used as a tool for validation, honoring and learning from our community, and transformation. Students in this border community were validated in terms of the identities as members of multiple worlds, learned about their own neighborhood from community poets, and were transformed in their identities as community activists through performance poetry. However, in this era of standardized teaching and high-stakes testing, teaching through performance poetry is often not supported in schools.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California