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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.