Volume 12, Number 1 (May 2013): Focus: Ars poetica and the 21st-century English/literacy classroom
Co-editors: Jackie Manuel (University of Sydney, Australia) and Tony Petrosky (University of Pittsburgh, USA) and Sue Dymoke (University of Leicester)
does poetry have in the 21st century English or literacy classroom?
What do students think of poetry? How have their attitudes developed or changed
over time? Is poetry an outmoded form of expression, resting high on a
pedestal, unseen and seldom encountered except in an examination? Is it a text
to be beaten for meaning (Collins, 1988)? Or is it a vibrant, multi-modal
medium which students want to slam, tweet, mash-up and revitalise through their
use of digital media both at home and at school?
the form feature in school curricula and assessment regimes? Is there a
distinct pedagogy for teaching poetry? How do teachers and teacher educators
experiment with the challenges of writing or performing poetry? Where are the opportunities for utilising
poetic methodologies within research?
Questions such as these are the focus of this special issue of
English Teaching Practice and Critique
which seeks to explore and illuminate the nature of the poetic classroom and to
present a snapshot of the varied research in this dynamic and complex terrain.
Contributors to this issue come from a range of settings, England, Ireland, Australia, the US, New Zealand, Spain and Taiwan.
(1999) Introduction to Poetry. In The apple that astonished Paris. Fayetteville, AK: The University of Arkansas
The Editorial Board expresses its gratitude to the the guest
editors of this issue and also to the following (some are members of the
Review Board) who have helped with the review process: Paul Brock (University of Sydney)
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