Decolonising Academic Writing through Spoken Word Poetry
The main purposes are to build community, build learner confidence in their writing, and encourage participants to integrate creative activities into their academic writing process.
The activity is useful for learner engagement and participation, learner reflection and metacognition around their writing processes, and building classroom community. Plus, it’s fun!
This activity can be completed in as few as 30 minutes (see times outlined above), or it can take longer if you have more time to allocate to it.
This activity can also be completed in a face-to-face classroom using a board (or flipchart paper) and post-it notes. It can be used for any topic.
If the activity is completed online, access to an anonymous sharing platform (such as Jamboard or Padlet) would be helpful. Participants will also need microphones.
Chavez, F. R. (2021). The anti-racist writing workshop: How to decolonize the creative classroom.
Gillies, K. (2017). Intersectional poetry: Spoken poetry as a platform for feminist thought free from tone policing. Women’s Studies Journal 31 (1), 88 94.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge, 40 41.
Jones, K., & Curwood, J. S. (2020). Tell the story, speak the truth: Creating a third space through spoken word poetry. Journal of Adolescent & Adult Literacy 64 (3), 281 289.
Lisabeth, L. (2021). Strunk and White and whiteness. College Composition & Communication 73 (1), 80 102.
Moore, J., & Paris, D. (2021). Singing counter stories to imagine an otherwise. English Journal 110 (4), 21 25.
Williams, W. (2021). Amanda Gorman’s poetry shows why spoken word belongs in school. The Conversation.
Woodard, R., & Coppola, R. (2018). More than words: Student writers realizing possibilities through spoken word poetry. The English Journal 107 (3), 62 67.
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