Making Poetry Matter (2013)

bog om elevers og læreres forudfatninger, betydningen af stemmen, konsekvenser af digital poesi, og meget andet.

Alle har hørt historier om lærere, som med for resultat-orienteret tolkning “for evigt ødelagde” elevers lyst til lyrik, men ér det helt sandt?

Noget kunne måske tyde på, at lærere ind imellem ignorerer læserens behov til fordel for anammelse af teknisk forståelse, måske er pensum til tider for stramt, ufleksibelt, for svært, eleverne for uopmærksomme, dårligt forberedte  – men uden at kende digtningens redskaber, tempo, musik, form vil megen lyrik givet være utilgængelig: Forstå materialet, redskaberne, geometrien, naturkræfterne, vejrliget, menneskenes behov = bygge bedre huse, bo bedre, leve bedre liv, dén slags.

Nærværende pædagogiske titel baseret på studier i den engelsktalende verden undersøger elevers og læreres forudfatninger, betydningen af stemmen, konsekvenser af digital poesi, og meget andet.

[Kender du til tilsvarende på dansk, giv gerne lyd i kommentarfeltet. Din første kommentar skal lige godkendes inden publicering.]


Making Poetry Matter – International Research on Poetry Pedagogy
Edited by Sue Dymoke, Andrew Lambirth and Anthony Wilson
Bloomsbury Academic, 2013
ISBN 978-1-4411-0147-1



1 Introduction Sue Dymoke, Andrew Lambirth and Anthony Wilson

Part 1 Reading Poetry

2 Exploring Teachers’ Positions and Practices Teresa Cremin

3  Primary Student Teachers’ Attitudes Towards Poetry and Poetry Teaching Fiona M. Collins and Alison Kelly

4  Exploring Resistance to Poetry in Advanced English Studies Gary Snapper

5  Commentary: Confidence and Resilience in Poetry Teaching David Whitley

Part 2 Writing Poetry

6 Students’ Metalinguistic Understanding of Poetry Writing Debra Myhill

7  Teachers’ Metaphors of Teaching Poetry Writing Anthony Wilson 

8  Ecocritical Approaches to Writing Nature Poetry Sasha Matthewman

9  Responding to Children’s Poetry Andrew Lambirth, Sarah Smith and Susanna Steele

10  Commentary: Writing Poetry, Teaching Poetry Jane Spiro

Part 3 Speaking Poetry and Listening to Poetry

11 Preadolescents Writing and Performing Poetry Janine L. Certo

12  Hearing the Voice of Poetry Joy Alexander

13  Heard Poetry and Oral Response John Gordon

14  Commentary: Poetry as a Matter of Spokenness Julie Blake

Part 4 Transformative Poetry Cultures

15  Developing Poetry Pedagogy for EAL Learners within Inclusive Intercultural Practices Vicky Obied

16  Teaching Poetry in New Zealand Secondary Schools at a Time of Curriculum Change Sue Dymoke

17  Digital Poetry, Power and Social Justice Janette Hughes

18 Commentary: Poetry, Culture and Identity Andrey Rosowsky

19 Afterword Myra Barrs with Morag Styles

Fra Forordet:

“… Poetry creates opportunities to enrich an awareness and knowledge of language through both its reading and writing. Andrews (1991) reminds us of how contemplation of poetry can create a ‘margin of silence’ allowing us to consider the relationship between words and their features – the rhythmic, auditory and visual. These intellectual benefits of reading poetry are further confirmed by poetry’s ability to challenge young people’s comprehension skills through the problematic nature of many texts with their ‘hints and clues and silences’ (Dias and Hayhoe 1988:86). Poetry presents unique stimulating challenges that the seminar series sought to address.

The Afterword for this book has been written by two of the staunchest defenders and champions of poetry in schools. In this skilfully written piece, Myra Barrs and Morag Styles offer their wisdom on the state of poetry in schools now and for its prospects in the future. They also provide insights on what the current research and scholarship in this collection of essays tells us about poetry. They argue eloquently that poetry teaching can create change and can provide people with a unique way of perceiving everything.”


Om bidragyderne [fra bogen]

Joy Alexander was a secondary school teacher for 20 years, mainly in Northern Ireland, and lectures in the School of Education, Queen’s University, Belfast, UK, where she shares responsibility for the PGCE English course. Her recent research and publications focus on the synergies between English and science education.

Myra Barrs is Visiting Professor at the University of East London, UK, a former co-director of the Centre for Primary Literacy Education and an elected member of the International Reading Association’s Reading Hall of Fame. Publications include The Reader in the Writer (with Valerie Cork, 2001).

Julie Blake is education manager of The Poetry Archive in the UK and a research associate at the University of Bristol, UK. Publications include The Full English (2006).

Janine L. Certo is associate professor of language and literacy in the Department of Teacher Education and a principal investigator for the Literacy Achievement Research Center (LARC) at Michigan State University, USA.

Fiona M. Collins is principal lecturer in English education at Roehampton University, UK. She is the MA convener for English education and co-ordinates the suite of MA programmes in the Department of Education.

Teresa Cremin is Professor of Education (literacy) at the Open University, UK, a trustee and past president of UKLA and board member of Booktrust and the Poetry Archive. She is also a joint coordinator of the BERA Special Interest Group on Creativity and chair of the IRA’s Outstanding Dissertation Award Committee.

Sue Dymoke is a poet, senior lecturer and national teaching fellow at the School of Education, University of Leicester, UK, where she co-leads the Secondary PGCE course. She was a co-convenor of the ESRC Poetry Matters seminar series. Publications include: Teaching English Texts 11–18 (2009) and Moon at the Park and Ride (2012).

John Gordon is Senior Lecturer in the School of Education and Lifelong Learning at the University of East Anglia, UK, where he leads the English 11–18 PGCE/Masters course and co-directs the full PGCE(M) programme. His doctoral research focused on children’s responses to heard poetry.

Janette Hughes is Associate Professor in language and literacy education at The University of Ontario Institute of Technology, Canada. In 2011, she was a recipient of the Early Researcher’s Award, sponsored by the Ontario Ministry of Research and Innovation, the first educational researcher to receive this honour.

Alison Kelly is Principal Lecturer in English education at Roehampton University, UK. She coordinates the English education team. She is a co-editor (with Judith Graham) of Reading Under Control and Writing Under Control.

Andrew Lambirth is Professor of Education in the School of Education at the University of Greenwich, UK. Publications include Teaching Early Reading and Phonics: Creative Approaches to Early Literacy. (2011). He was a co-convenor of the ESRC Poetry Matters seminar series.

Sasha Matthewman is Senior Lecturer in the School of Curriculum and Pedagogy at the University of Auckland, New Zealand. Her book, Teaching Secondary English as if the Planet Matters, was published in 2010.

Debra Myhill is a professor in the College of Social Sciences and International Studies at the University of Exeter, UK, where she also leads the PGCE Secondary English with Media programme. Her research projects include Grammar for Writing? – an ESRC-funded study of the effectiveness of contextualized grammar teaching.

Vicky Obied is a lecturer in the Department of Educational Studies at Goldsmiths, University of London, UK, where she works on the PGCE secondary English with Media and Drama programme. Her expertise is in language development and she has published widely in this field.

Andrey Rosowsky is Director of Initial Teacher Education at the University of Sheffield, UK, and leads the PGCE course. Publications include Heavenly

Sarah Smith is Senior Lecturer in the School of Education at the University of Greenwich, UK, where she leads the literacy team in the Primary Education Department.

Gary Snapper specializes in teaching literature at post-16 level. He is a research associate at Brunel University, editor of NATE’s professional journal Teaching English and co-author of Teaching English Literature 16–19 (2013).

Jane Spiro is Principal Lecturer in education and TESOL/Student Experience and a national teaching fellow at the Oxford Brookes University, UK. Her book, New Methodologies for TESOL, is published in 2013.

Susanna Steele is Senior Lecturer in primary education (English and literacy) at the School of Education at the University of Greenwich, UK. She is also education associate in learning and participation at The Unicorn Theatre for Children, UK.

Morag Styles is Professor of Poetry in the Faculty of Education, University of Cambridge, UK, where she currently leads an international project on the teaching of Caribbean poetry, working with partners at the University of the West Indies. Publications include From the Garden to the Street: Three Hundred Years of Poetry for Children (1998).

David Whitley is a university lecturer in the Faculty of Education, University of Cambridge, UK. He co-edited Poetry and Childhood (2010), with Morag Styles and Louise Joy and leads a British Academy-funded project on the teaching of poetry across institutional phases.

Anthony Wilson is a lecturer, poet and writing tutor. He leads the primary English PGCE course at the Graduate School of Education, University of Exeter, UK, and was a co-convener of the ESRC Poetry Matters seminar series. Publications include The Poetry Book for Primary Schools (1998) and Riddance (2012).

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