Book Review: Method Meets Art: Arts-based Research Practice

Norris, Joe

doi:10.1177/1049732312468336

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…As a classroom teacher and researcher, I used the slam poetry class space to coconstruct this study along with Brittany and Andrew (Leavy, 2009;Norris, 2013;Percer, 2002). This collaboration is consistent with the critical inquiry paradigm in which I, as the researcher, sought to create equitable power relationships and construct knowledge along with research participants (Broido & Manning, 2002).…”

Section: Two Teens Writing Their Way Through the Mud Of Adolescence Gmentioning

confidence: 99%

Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry

Davis

2018

Art/Research International

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Camea Davis is currently an advanced doctoral candidate at Ball State University in the EducationalStudies Department where she majors in Critical Educational Policy Studies and minors in Educational Technology and Curriculum. Her research interests include culturally responsive teaching, youth spoken word communities, and youth civic engagement. Abstract:The purpose of this study was to describe the slam poetry classroom space and its meaningfulness as a tool for the construction of the perceived and embodied identities of urban American middle school students. The aim of this article is to explain how critical poetic inquiry can participate in the activist tradition of amplifying the voices of the oppressed when exploring the slam poetry classroom space and co-creating its meaning with student-participants. This research questioned: How does the slam poetry space enable middle school students to break through social barriers? How does the slam poetry space engage middle school students in the process of identity construction? Themes that emerged from this study include that slam poetry class provided a place to negotiate prescribed identities and the slam poetry class was a location for youth to create ideal self-narratives. This research contributes a pedagogy that empowers teachers and students to engage in collaborative agency and change-making through dialogue via slam poetry and critical poetic inquiry. The organizing structure of this article uses poems authored by the researcher and subtitles to introduce each section.

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Section: Two Teens Writing Their Way Through the Mud Of Adolescence Gmentioning

confidence: 99%

Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry

Davis

2018

Art/Research International

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“…Here, the differing disciplinary contexts play a large part in determining the mix of resources, methodologies, and frameworks favoured by each. For example, the dominance of text within the social sciences, combined with the challenge of capturing the liveness and ephemerality of performance perhaps explains the lack of attention to dance and music as a social research method in introductory guides aimed at social researchers (Norris, 2013). For the remainder of this review I will continue to focus on literature which discusses practice research.…”

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confidence: 99%

Literature Review: Practice Research

Thomas

2018

SSRN Journal

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Book Review: Method Meets Art: Arts-based Research Practice

Cited by 2 publications

References 25 publications

Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry

Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry

Literature Review: Practice Research

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