Poetry to rapso: Localized narrative in the classroom

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dc.contributor.author Conrad, Dennis A.
dc.contributor.author Forteau-Jaikaransingh, Beulah
dc.contributor.author Popova, Dyanis
dc.date.accessioned 2013-10-03T15:38:20Z
dc.date.available 2013-10-03T15:38:20Z
dc.date.issued 2013
dc.identifier.citation Conrad, D. A., Forteau-Jaikaransingh, B., and Popova, D. (2013). Poetry to rapso: Localized narrative in the classroom. Caribbean Curriculum, 20, 1-29. en_US
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/17610
dc.description.abstract This qualitative research paper explores the experiences and perspectives of two long-standing teachers and poetry enthusiasts who use poetry and Rapso in their classrooms. The researchers use self-study of teaching and narrative analysis to share their stories and explore the ways in which personal and localized materials inform their teaching. They employ a "critical friend" to facilitate verification of the narratives and findings. The emergent themes, while identifying challenges, portray Rapso in the Poetry and the Poetry in the Rapso as rich in relevance and opportunities for nurturing a joy for learning and teaching generally, and reading and cultural identity more specifically en_US
dc.language.iso en en_US
dc.publisher School of Education, UWI, St. Augustine en_US
dc.subject Poetry en_US
dc.subject Literature education en_US
dc.subject Rapso en_US
dc.subject Teaching techniques en_US
dc.subject Teaching experiences en_US
dc.subject Research methodology en_US
dc.subject Self study research en_US
dc.subject Caribbean en_US
dc.title Poetry to rapso: Localized narrative in the classroom en_US
dc.type Article en_US

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