Search results

To provide insight into young people’s attitudes toward community, place, and public discourse on youth and the environment, and to constructively situate the concept of “a sense of place” within these insights for critical pedagogy and community development.

This project utilizes a grounded theory approach to identify salient themes in young people’s expressions of place relationships through poetry. About 677 poems about “local watersheds” written by youth aged 5–18 for the River of Words Poetry Contest between 1996 and 2009 are analyzed using poetic and content analysis.

Findings include the importance of place experiences that employ risk-taking and play, engage central family relationships, and provide access to historical and political narratives of place for the development of constructive place relationships. We also present findings regarding emotions in the sample, showing changing levels of hope and idealism, sadness, pessimism, and other emotions as expressed in the poems.

Using poetic analysis to study attitudes, values, and feelings is a promising method for learning more about the perceptions and values of individuals that affect their self-efficacy and agency.

Engaging youth as active participants and empathetic knowledge-creators in their own places offers one opportunity for critical reflective development in order to combat and reframe disempowering public discourses about young people and their relationships to nature and community. Educators can use this research to adapt contextually and emotionally rooted methods of place-based learning with their students.

The paper uses a nontraditional, mixed methods approach to research and a unique body of affective data. It makes a strong argument for reflective, experiential, and critical approaches to learning about nature and society issues in local contexts.

The purpose of this paper is to highlight a selection of poetry titles from the Poets House Showcase of 2006.

This article provides reviews of selected titles from the 2006 Poets House Showcase.

This review represents a wide‐ranging selection of contemporary poetry collections and anthologies.

This list documents the tremendous range of poetry publishing from commercial, independent and university presses, as well as letterpress chapbooks, art books and CDs.

This study aims to reveal a lesser known side of Late James G. March, as a poet, by offering a curated selection of his poems. The other purpose of this study is to make a case for using poetry as a methodology. Poetry requires engagement by the reader, thus creating space for the personal. With multiple personal explanations co-existing, poetry allows clarity of action at the individual level while simultaneously leaving room for debate and discussion at the collective level. Thus, poetry offers pluralistic histories with room for complexity, ambiguity, paradox and contradictions.

The selection of poems is highly subjective, so an auto-ethnographic approach was appropriate. The collection is curated for the readers of this journal, on topics relevant for the members of the Academy of Management. The argument for poetry as a methodology is based on engaging with the poems for self-reflection and reflexivity.

March had a life-long commitment to self-expression through poems. Poetic engagement by one poetry lover with a selection of his poems about our shared profession, yields small self-discoveries that are good for the collective, by revealing unknown histories, with possibilities other than the dominant single story. Poetry as a methodology brings in the personal, that yields moving theories, that are practical in guiding individual action in personally meaningful ways, even in ambiguous, contradictory and complex situations.

Ideas expressed in poetic form provide a way to liberate possibilities latent in the language itself. Future work from this contribution can be that March’s poems stimulate the imaginations of other poets and poetry lovers, who may have kept it as a private pursuit, just as he did, to come out and share their personal reflexive journeys.

This paper aims to provide a selection of poetry titles from the Poets House Showcase of 2005.

This article gives a review of the 2005 Poetry Publication Showcase.

This review represents a wide‐ranging selection of contemporary poetry collections and anthologies.

This list documents the tremendous range of poetry publishing from commercial, independent and university presses as well as letterpress chapbooks, art books and CDs in 2004 and early 2005.

This annotated list represents a selection of outstanding poetry titles published in the USA in 2003 and the early part of 2004.

The authors selected the titles in this list from the 2,100 titles received for the 2004 Poetry Publications Showcase at Poets House in New York City, held in April 2004.

The authors selected titles for this list that would be both accessible and challenging to library users.

This list can be used as a guide to collection development for contemporary poetry.

This chapter explores researcher reflexivity developed during an institutional ethnography (IE; Smith, 2005) of a primary school. It illustrates the use of a narrative method, “The Listening Guide” (Mauthner & Doucet, 2008), in particular my production of an “I” poem after being interviewed by research participants. This promotes an ethical approach to researcher reflexivity, enabling an explicit analysis of the researcher’s subjectivities in the use of ethnographic methods and a deeper understanding of privilege and power on the part of the researcher. The approach works to negate any researcher authority over the textual representations of the research participants and objectification of them. Consideration is given to the tensions between the sociological basis of IE and how this is troubled by particular approaches to narrative production. The point of reflection in institutional ethnography is not to learn about the researcher per se, but to learn about the researcher’s location in the “relations of ruling” (Smith, 2005), that is, the researcher’s standpoint. There are particular tensions for institutional ethnographers in seeking to avoid objectification of participants through both “institutional capture” and “privileged irresponsibility,” specifically; the imposition of researcher subjectivities in listening for, asking about, and producing texts. A significant concern, for example, in this research context is the researcher’s place and privilege in the education hierarchy. I argue that it is precisely because of the troubling nature of the Listening Guide and “I” poems that they can be utilized by institutional ethnographers in revealing and analyzing the co-ordination of social relations.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

This paper describes an integrated unit of study conducted with middle school students who— after being asked to consider the profound and potentially nebulous question, “What does it mean to be an American citizen?”—were directed to respond by developing performance poetry and highlighting themes with visual images they created, found, or manipulated. The goal of our project was to engage youth in what might be understood as a noncontroversial exploration of their conceptual considerations of citizenship. But we hoped to engage them in considering the topic more deeply and in new ways. We appealed to the tools of today’s visual culture, which resulted in creative outputs attentive to contentious early 21st century notions of national identity. We present findings and outline the steps taken to develop and deliver this unit to these students and thus aid other practitioners interested in helping young people to cultivate richer concepts of citizenship.

The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue.

This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems.

Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events.

After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners.

This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.

The purpose of this paper is to explore the power of using poetry as a process of critical reflection and organisational analysis in the management process. It intends to bring to life Armstrong's concepts of “organisation‐in‐the‐mind” and use critical role analysis in the interactions between manager and member of staff.

This is a qualitative, interpretive study using first and second person inquiry. Poems are created from the experiences of two organisational members in dialogue in relation to their roles and focus on specific decision‐making critical incidents within the life of the organisation. The creation of poetry is used as a form of communication and provides a focus for thematic analysis of key organisational themes and issues.

The creative use of poetry to illuminate unconscious processes and organisational issues has enabled revitalised working relationships and a new perspective on the organisational dynamic. The critical incidents and surrounding events caused considerable emotional discomfort. Writing in the form of poetry enabled a finding of voice, increased personal learning, and new insights in relation to roles, management processes of decision‐making and interpersonal dynamics in the organisation.

This paper contributes to understanding the importance of unconscious processes in gaining an understanding of organisational dynamics and management processes. These processes are brought to light through the creation of poetry to sit alongside rational modes of understanding and analysis.

The approach is under‐developed and largely unrecognised in relation to management processes. Reflection and analysis through the use of poetry offers an important contribution to the work of organisational analysis.