Relational Poetic Practice: Affordances and Possibilities of High School Teachers’ Online Poetry Community during COVID-19

Using interpretive phenomenological analysis of oral history interviews, this study explored poetic experiences of nine US secondary English language arts teachers who participated in a month of online poetry writing during COVID-19. The manuscript explores how poetic relationality created space for...

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Bibliographic Details
Published inResearch in the teaching of English Vol. 58; no. 3; pp. 299 - 329
Main Authors Donovan, Sarah J, Guyor-Jowett, Jennifer, Krebs, Denise, Daley, Maureen
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English (NCTE) 01.02.2024
National Council of Teachers of English
Subjects
2020 AD
Art teachers
Communities of practice
COVID-19
Data Analysis
High schools
Instructional Leadership
Language arts
Learning
Learning Theories
Literary criticism
Lorde, Audre
Poetry
Professional development
Rural Schools
School closures
School districts
Social networks
Teachers
Teaching
United Kingdom
United States > US
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Summary:Using interpretive phenomenological analysis of oral history interviews, this study explored poetic experiences of nine US secondary English language arts teachers who participated in a month of online poetry writing during COVID-19. The manuscript explores how poetic relationality created space for these secondary English language arts teachers, mostly in rural school districts, to reflect on their realities during COVID-19. These teachers came to understand themselves not just as teachers but also as poets, an understanding that helped sustain them as they taught in digital contexts, during social distancing and school closures.
ISSN:0034-527X
1943-2348
DOI:10.58680/rte2024583299