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High School English Teachers' Experiences with Poetry Pedagogy

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High School English Teachers' Experiences with Poetry Pedagogy 1 HIGH SCHOOL ENGLISH TEACHERS' EXPERIENCES WITH POETRY PEDAGOGY A thesis presented by Mary Alice Young to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Curriculum, Teaching, and Leadership College of Professional Studies Northeastern University Boston, Massachusetts March 2016 2 ABSTRACT Poetry is the oldest and most universal of literary forms, rich in the oral and literary tradition of almost every culture, but fewer and fewer high school students today are given the opportunity to engage with the genre in their English classrooms. Educators, scholars, critics, and poets alike proclaim the great virtues of this art form, yet its pedagogy is not currently a priority in many American high schools, often due to the educational culture of standardization, performativity, objective testing, and attention to the STEM fields. Poetry’s vanishing act is important to address as there is continued evidence that it is a worthwhile subject and that ignoring it in the curriculum of high schools can be detrimental to students and teachers. The purpose of this study was to better understand the lived experiences of practicing high school English teachers involved in teaching poetry. The study was designed to investigate the phenomenon of poetry pedagogy, including what is most effective in instruction as well as the barriers that exist to instructional practice. Using the qualitative approach of an interpretive phenomenological analysis, 5 practicing high school English teachers were interviewed to gain greater understanding of their experiences with poetry pedagogy. The participants spoke candidly of their individual preparation, positionalities, values, and instructional practices. The data collected was analyzed to look closely at the themes of learning, respecting, effecting, and barring poetry. The teacher-participants had some differences in their respect for poetry as well as their methods of effectively teaching it, but held many commonalities in their perceptions of the barriers to effective practice and of their lack of preparation. Keywords: poetry pedagogy, teaching poetry, English teachers, pre-service training. 3 ACKNOWLEDGEMENT Immense gratitude to everyone who worked with and encouraged me on this journey. To my family and all my friends and colleagues who supported me throughout this long process, I am overwhelmed with love. Incredible thank yous to Dr. Billye Sankofa Waters, Dr. Karen Reiss Medwed, and Dr. Rachel Dudley. Your help, support, and skills were critical to my success. Abundant appreciation to my study participants for your expressions and honesty. Thank you, DHS, for the time, and FGCU, for the place (in paradise). JC: you're the best. To all the teachers, students, and poets out there in the dark singing ̶ keep the dream alive. We still hear you. 4 TABLE OF CONTENTS Abstract........................................................................................................................... 2 Acknowledgement.......................................................................................................... 3 Table of Contents............................................................................................................ 4 Chapter 1: Introduction................................................................................................... 6 Research Problem................................................................................................ 7 Purpose................................................................................................................ 8 Justification......................................................................................................... 8 Deficiencies in the evidence.................................................................... 10 Relating the discussion to audiences....................................................... 10 Significance of Research Problem...................................................................... 12 Positionality........................................................................................................ 14 Research Question............................................................................................... 16 Theoretical Framework....................................................................................... 16 Components of PCK............................................................................... 17 Relevance................................................................................................ 22 Synthesis.................................................................................................. 24 Conclusion........................................................................................................... 25 Chapter 2: Literature Review.......................................................................................... 27 The Value of Poetry............................................................................................ 27 The Value of Poetry Pedagogy........................................................................... 31 Academic value....................................................................................... 33 Cultural and critical value........................................................................ 36 Teachers' Experiences with Poetry Pedagogy..................................................... 40 Teachers' positive experiences................................................................. 40 Teachers' negative experiences................................................................ 48 Synthesis of Literature......................................................................................... 59 Chapter 3: Methodology.................................................................................................. 61 Research Paradigm............................................................................................... 61 Research Method................................................................................................. 62 Population and sampling.......................................................................... 63 Recruitment and access............................................................................ 64 Context.................................................................................................... 65 Data collection and storage...................................................................... 65 Data analysis............................................................................................ 66 Trustworthiness........................................................................................ 67 Protection of human subjects................................................................... 68 Reciprocity............................................................................................... 69 Limitations................................................................................................ 69 Chapter 4: Report of Research Findings........................................................................... 70 Profiles.................................................................................................................. 71 Learning Poetry..................................................................................................... 73 The genre.................................................................................................. 74 The pedagogy........................................................................................... 75 Respecting Poetry................................................................................................. 78 Personally.................................................................................................. 78 5 Professionally............................................................................................ 81 Effecting Poetry.................................................................................................... 88 Barring Poetry....................................................................................................... 93 Self-Doubt................................................................................................ 93 Restraints.................................................................................................. 96 Resistance................................................................................................. 99 Conclusion............................................................................................................ 102 Chapter 5: Discussion of Research Findings.................................................................... 106 Discussion in Relation to Theoretical Framework................................................ 106 Pedagogical content knowledge................................................................ 106 Discussion in Relation to Literature...................................................................... 111 Poetry's value............................................................................................. 112 Pedagogical value...................................................................................... 113 Teachers' experiences................................................................................ 116 Barriers.....................................................................................................
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