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Packaging poetry? Pupils’ perspectives of their learning experience within the post-primary poetry classroom

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journal contribution
posted on 2013-10-03, 10:04 authored by Jennifer Hennessy, Patricia Mannix McNamara
This paper explores the issue of educational commodification within the poetry class. Drawing from research conducted with 200 Leaving Certificate pupils, from 8 post-primary schools in Ireland, this paper investigates these pupils’ perspectives on their learning experiences against a backdrop of educational consumerism. The research identifies a number of areas of concern including limited potential for creative and aesthetic engagement in the classroom, a utilitarian approach to the teaching and learning of poetry, the marginalisation of pupil voice and subjective response and the prioritisation of exam performance. Drawing on the findings of this study, it is argued that the teaching and learning of poetry is vulnerable to becoming a packaged commodity. Recommendations for renewed teacher agency in countering pedagogical pragmatism beginning at pre-service level are made.

History

Publication

English in Education;45(3), pp. 206-223

Publisher

John Wiley and Sons

Note

peer-reviewed

Rights

The definitive version is available at www.blackwell-synergy.com http://dx.doi.org/10.1111/j.1754-8845.2011.01102.x

Language

English

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