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ERIC Number: EJ999752
Record Type: Journal
Publication Date: 2012-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1175-8708
Opportunities or Constraints? Where Is the Space for Culturally Responsive Poetry Teaching within High-Stakes Testing Regimes at 16+ in Aotearoa New Zealand and England?
Dymoke, Sue
English Teaching: Practice and Critique, v11 n4 p19-35 Dec 2012
This paper argues that recent changes to two national high-stakes tests for English--the National Certificate of Educational Achievement (NCEA) in Aoteaora New Zealand and the General Certificate of Secondary Education (GCSE) in England--have shifted the assessment emphasis further away from poetry than previously and have significantly constrained the defined space for the genre within examination specifications at 16+. In investigating the impact of these assessment changes, the paper considers opportunities that sample groups of teachers and their students in two culturally diverse cities have to engage with poetry in examination level classrooms and the constraints they experience. The research aims to inform international debates about poetry's position in culturally diverse classroom contexts and the implications of this positioning for teachers' professional knowledge and poetry pedagogy, as they prepare their students for high-stakes examinations. (Contains 1 table and 7 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United Kingdom (England)