NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ968919
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0040-5841
Where Poems Hide: Finding Reflective, Critical Spaces inside Writing Workshop
Flint, Amy Seely; Laman, Tasha Tropp
Theory Into Practice, v51 n1 p12-19 2012
Research and teaching resources are replete with ideas for creating a more culturally responsive and critical curricula (Allen, 2010; Bomer & Bomer, 2001; Lewison, Leland, & Harste, 2008). Many have suggested that by offering a curriculum that is authentic and meaningful to children, real differences will be made in teaching and learning. In this article, findings are shared when elementary teachers in two schools in the southeastern region of the United Sates implemented a study that integrated poetry with issues related to social justice. Data collected included students' writing, interviews, and classroom observations. Analyses of students' poems and interviews revealed that their compositions and ideas reflected the 4 dimensions of critical literacy identified by Lewison, Flint, and Van Sluys (2002). Through a writing workshop poetry study, the teachers began to reposition children and curriculum, and in the process, built interest in navigating the terrain of more critical approaches to literacy instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A