Voices in the year 7 classroom: a case study tracing evolving gender identities during a poetry unit of work focused on gender consciousness

Claire Burnett, Louise Chapman Hazell*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

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Abstract

This case study explores how literature, in particular poetry, can be used as an educational platform within the secondary classroom to explore gender identity. A six-week unit of poetry was created as part of a broader project to enable pupils to reflect on their personal and familial experiences of gender, whilst also utilising creative writing and performance as a tool for self-expression. The all-female class were studied before, during and after the learning process to holistically evaluate their development of gender-consciousness. A key area of focus is the strengths and limitations of the use of performance poetry when developing awareness of gender identity within adolescents.
Original languageEnglish
Pages (from-to)372-387
Number of pages16
JournalEnglish in Education
Volume56
Issue number4
DOIs
Publication statusPublished - 8 Jul 2022

Bibliographical note

Funding Information:
With thanks to Helen Pankhurst for motivating us to undertake this research topic through her inspirational work. Thanks also to Elizabeth Mills for her guidance and support throughout the research process, as well as the English department in the school in which this research was undertaken. Finally, thank you to our pupil participants for being so cooperative and inspiring to work with.

Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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