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The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work

Part of the Studies in Arts-Based Educational Research book series (SABER,volume 2)

Abstract

“The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work” by Kathleen Pithouse-Morgan, S’phiwe Madondo, and Edwina Grossi builds on the developing scholarship of poetic professional learning in the social sciences by exploring two exemplars of South African teacher-researchers’ poetic engagement with memory and pedagogy. The mosaic pieces by S’phiwe Madondo and Edwina Grossi, which exemplify professional learning by way of poetry, offer windows into poetic explorations of these teacher-researchers’ own memories and histories in relation to varied educational and sociocultural contexts and concerns. The pieces illustrate poetic inquiry as a mode of working deliberately and imaginatively with memories to produce evocative insights into teaching and learning. They also offer encouragement to teacher-researchers who might not have a formal background in the literary arts to start to play with composing poems as research data, representations, and interpretations.

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Notes

  1. 1.

    During the apartheid era (1948–1994), the Nationalist government of South Africa legislated and enforced a hierarchy of racialised privilege and oppression. People designated as white were deliberately advantaged while those designated as black African, coloured, and Indian were disenfranchised and dispossessed.

  2. 2.

    In South Africa, students at schools are referred to as learners.

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Acknowledgement

We are grateful to our peer reviewer, Valerie Mulholland (University of Regina, Canada), for her perceptive and constructive feedback that helped to strengthen this chapter.

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Pithouse-Morgan, K., Madondo, S., Grossi, E. (2019). The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work. In: Pithouse-Morgan, K., Pillay, D., Mitchell, C. (eds) Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work. Studies in Arts-Based Educational Research, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-97106-3_8

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