ABSTRACT

Drawn from an ethnographic study of spoken word poetry in Australia, this article offers case studies of two youth poets and follows their journeys with spoken word over three years as they performed in community-based slams, engaged with the New South Wales English Extension 2 curriculum, and served as mentor poets in culturally and linguistically diverse schools. Situated in western Sydney, this article considers how spoken word poetry can be integrated into the secondary English curriculum in order to enhance critical literacy and promote social justice pedagogy. As the first study that explores the intersection of spoken word poetry with high-stakes assessment, it offers insight into how social justice shapes young people’s creative practices that interrogate and celebrate their intersectional identities.

摘要

本文取材于澳大利亚口语诗歌的民族志研究，提供了两位青年诗人的案例研究，并跟踪了他们在三年多的时间里在社区大满贯中的口语之旅，并参与了新南威尔士州英语扩展 2 课程，并担任文化和语言多元化学校的诗人导师。本文位于悉尼西部，探讨如何将口语诗歌融入中学英语课程，以提高批判性素养并促进社会正义教育学。作为第一项探索口语诗歌与高风险评估交叉点的研究，它提供了关于社会正义如何塑造年轻人质疑和庆祝其交叉身份的创造性实践的见解。