Radical Pedagogy

Radical Pedagogy (2017)

Volume 14 Issue 2

ISSN: 1524-6345





The Scholarly Practice of Spoken Word:

A Critical Inquiry into the Representations of Black Performance Poetry



 

Charles Lowery

Department of Educational Studies

Ohio University, USA

E-mail: loweryc@ohio.edu

 

 

Anthony Walker

Director of Student Success and Completion

Tarrant County College, USA

E-Mail: anthony.walker@tccd.edu

 

 

Abstract

Systemic racism dismisses the identities of minoritized individuals through

the institutionalized policies and educational practices that reflect only dominant U.S. cultures. Such ways of doing, fail to uphold education’s charge to provide a curriculum for equitable experiences of minoritized cultures, thus failing certain populations and ultimately society. Shifting the educative focus from deficit thinking, this paper presents the voices of urban spoken word poets as catalysts for a critical pedagogy that empowers youth, linking aesthetic representations with lived experiences. We present critical pedagogy as a framework for scholarly practice with the potential of creating equitable curricula for students in urban settings.

Keywords: critical pedagogy, critical race theory, narrative inquiry, race,

           social justice, spoken word poetry

 

Click to Replace