A Poetry Pedagogy for Teachers

Reorienting Classroom Literacy Practices

Authors

  • Sarah Loch Pymble Ladies College/ University of Technology Sydney

DOI:

https://doi.org/10.18432/ari29726

Keywords:

poetry, pedagogy, teachers, writing, poststructuralism

Abstract

This is a review of A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices by Maya Pindyck and Ruth Vinz, with Diana Liu and Ashlynn Wittchow. The authors, U.S-based poets, educators, and arts-academics, share a crafted master class in creative thinking and poetic confidence building for teachers. They employ a strongly collaborative stance, and take readers with them on a poststructural journey by weaving together a collection of poems, scholarly literature, and resources which aim to provoke their teacher-readers to write. Readers should ready themselves with pen and paper, notebook, or computer as the many ”Invitations” (writing exercises which appear at the end of each chapter and in a section of their own towards the end) will have readers sliding into poetry and seeing it in the most unexpected places.

Author Biography

Sarah Loch, Pymble Ladies College/ University of Technology Sydney

Dr. Sarah Loch is a teacher at Pymble Ladies’ College in Sydney, Australia, and the director of the Pymble Institute, with responsibility for research and professional learning. She is an Industry Fellow with the School of International Studies and Education, University of Technology, Sydney. Her research focuses on enabling student voice in research in the context of a K-12 school and working with poststructuralist ideas.

An abstract painting on raw canvas. Bright crimson originating in bottom right hand corner extends upward and sideways. Muddied spots of black ink, and grey, mustard, and teal paint overlay the crimson. A series of curved black lines extend horizontally across the centre of the painting, intersecting, and weaving. Smudged grey and black ink spots dot the canvas.

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Published

2023-08-25

How to Cite

Loch, S. (2023). A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices. Art/Research/International:/A/Transdisciplinary/Journal, 8(1), 334–345. https://doi.org/10.18432/ari29726

Issue

Vol. 8 No. 1 (2023): Art/Research International: A Transdisciplinary Journal

Section

Art/Research Reviews

License

Copyright (c) 2023 Sarah Loch

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