Where I am From:

Capturing our

(her/his)stories

through poetry

Sherron Killingsworth Roberts, Professor

Nancy Brasel, Associate Instructor

University of Central Florida

Patricia A. Crawford, Associate Professor

University of Pittsburgh

OBJECTIVES FOR TODAY

To examine the ways in which explorations of poetry, in particular, George Ella Lyon’s Where I am Frompoem, might enhance our personal and interior (her/his)stories.

To explore the potential for including poetry writing as a part of social studies education, focusing on personal, interior histories, landscapes, and origins situated within the larger exteriors of history and geography.

To share preliminary themes of preservice teachers’ perspectives on poetic autobiographical innovations of Where I am From poems.

How it all started…

George Ella Lyon, a great poet, wrote

her poem: “Where I am From”

Here’s a website to get started with a

video she made:

http://www.georgeellalyon.com/where.

html

Poetry can be understood and utilized in

many different ways. This particular study

situates poetry at the intersection of two

particular perspectives: sociocultural theory

and arts-based inquiry approach.

Vygotsky’s (1978; 1986) sociocultural theory is invoked as a means of understanding the negotiated relationships between personal or interior spaces and larger public spaces of histories and geographies. Sociocultural theory also provides a means of exploring the ways in which participant understandings of social studies (histories and geographies) are mediated in the midst of researching and exploring personal (her/his)stories.

An arts-based inquiry approach (Barone & Eisner, 1997) provides the foundation for exploring the possible roles that poetry writing might play when integrated into social studies education. Where I am From poems as conceived by George Ella Lyon (1999) certainly contain components that represent the lived experiences, both interior and exterior, in social understandings. More specifically, using George Ella Lyon’s Where I am From poem/pattern, as the research poem, provides an authentic lens through which these experiences can be probed more fully (Willis, 2002).

Theoretical framework or

perspectives

We sought to explore the use of Where I am From poems in establishing a personal context for social studies learning, in particular, the history, geography or landscapes, and the cultural origins of our preserviceteachers.

Researching and writing poetry in authentic contexts for preserviceteachers can be supported within the Common Core State Standards (Burkins& Yaris, 2012; Calkins, Ehrenworth, & Lehman, 2012).

Our methodological story…First, we introduced the actual poem and structure of George Ella Lyon’s Where I am Frompoem. Then, teacher candidates brainstormed, researched, and wrote their own personal versions exploring their interior spaces of history and geography.

Next steps…

Participants explored possible connections to exterior, public (his/her)stories, geographies, cultural origins, focusing on on a Where I am From poem highlighting a time period they studied. Participants reflected on the process, connections, learning, and possible benefits of this constructivist, art-based inquiry and of their perceptions of poetry writing within social studies learning in open-ended reflections

In light of CCSS, guiding our

participants through the steps of

creating Where I am From poems

provided for close reading as well as

researching personal artifacts and

reading informational texts as part of

the emphases put forth in the

Common Core State Standards (NGA

& CCSSO, 2010).

Data sources

For the purposes of this study, the data sources were the Where I am From poems and accompanying reflections of approximately 80 elementary (K-6) teacher candidates currently enrolled in teacher education programs.

Each teacher candidate provided at least one Where I am From poem (one personal/ interior and perhaps one exterior)representing the participants’ understandings and thoughts about histories, geographies, and origins.

Reflections were collected from teacher education students.

Taking a look

These poems and reflections will then

be analyzed using a constant

comparative method (Glassner &

Straus, 1967; Maykut & Morehouse,

1994), with the goal of identifying

patterns, themes, or categories.

Preliminary themes

“From” as a clarification of identity

“From” as a basis for generativity—looking into the next generation

“From” as a reiteration of touchstones of our lives

“From” as a journey across our lives

“From” as a point of gratitude

“From” as a statement of contradiction

“From” as a place of growth

“From” as a clarification of

identity

“I am from the big-hearted and

unfaithful. From “I’m leaving” and “I’ll

be back…

I am from staged family photos beaming

with the fake smiles and matching

outfits that hung over our fireplace for

years—reminding us of the family we

could have been, better than the tears

and anger that would’ve otherwise filled

candids of my childhood.”

“From” as a basis for

generativity—looking into the

next generation“I am from the attic, tucked away in

boxes and photo albums just waiting to

be shared with future generations…

I am from an enormous family tree that

continues to bloom as the years roll

forward.”

“From” as a reiteration of

touchstones of our lives

“From the death of my mother at age

12, the strength of my father, and the

love of my gram.”

“From” as a journey across our

lives

“I am from “daddy loves you” and

“mommy cares”… From the

introduction of my stepfather to the

wedding of my dad and step mother…A

family separated, but grown together.”

“I am from these moments of my

childhood that have transformed me

into who I am today.”

“From” as a point of gratitude

“ I am from mementoes displayed

around my home that I cherish

everyday.

I am from those memories of loved

ones, whose who have passed, and

those I have only met through research.

I am from a strong African family tree,

origin unknown, the respected members

of it, are dear to me, and their blood

strengthens me.”

“From” as a statement of

contradiction

“I am from the big brick house, old and

falling apart, shaking as sirens race

down to the park. . . I’m from

Washington, DC with wine and brie…”

“I’m from the strong-willed and the easy

going…”

“From” as a place of growth

“I’m from multiple rented houses in Montgomery, Mt. Airy, Clifton, and Westwood, from the eventual JOY(!) of achieving home ownership, Bighorn Ct., here we come!

I’m from bankruptcy and from bologna with ketchup sandwiches in my lunch box

every.

single.

day.”

“I’m from being the difference and

setting a good example, from newly-

found optimism and hope for the future.

I’m from my past, from stories that

shaped me.

I’m from my present, from stories being

lived. Here. Now.

I’m from my future, stories I’m eager to

create.”

Educational implications

and future research

Poetry is a powerful medium for learning.

Teachers can guide students to meet CCSS through poetic writing within social studies; therefore, teacher educators must work to capture personal, organic (her/his)stories as an authentic means to understand larger contexts and the significance of social studies.