TY - JOUR
T1 - The Intersectionality of Culturally Responsive Teaching and Performance Poetry
T2 - Validating Secondary Latino Youth and Their Community
AU - Ramirez, Pablo C.
AU - Jimenez-Silva, Margarita
N1 - Publisher Copyright:
Copyright © 2015 by the National Association for Multicultural Education.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - 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.
AB - 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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U2 - 10.1080/15210960.2015.1022448
DO - 10.1080/15210960.2015.1022448
M3 - Article
AN - SCOPUS:84929470714
SN - 1521-0960
VL - 17
SP - 87
EP - 92
JO - Multicultural Perspectives
JF - Multicultural Perspectives
IS - 2
ER -