Poetic Justice Values in UK's Digital Spoken Word Education: Artographic to Autoethnographic Portraits of Collective Becoming
Lead Research Organisation:
University of Cambridge
Department Name: Faculty of Education
Abstract
This fellowship will draw attention to the importance of spoken word poetry education for the design of morally pragmatic interventions as well as its central place within UK policy and on the national curriculum. Policy requires English schools to teach spiritual, moral, social, and cultural development (SMSC) with British values, which is rife with historical prejudice. In 2021 US presidential inauguration, youth poet laureate Amanda Gorman's spoken word poem captured millions online with hopeful values. Minoritized young people saw themselves reflected in her, while UK schools faced Covid-19 poetry cuts. Across the pond, UK poet Kadish Morris warned "poetry saved me, don't deny it to next generations". Teaching online-poetry is difficult, but a rare diverse representation and emotional resource. It the case of spoken word poetry as a popular art form performed out loud for an audience, it is inherently digitised and shared online. Young poets like Gorman and Morris remind not only that politics needs poetry, but that both schools and policy need poetry too, especially during adverse times. For example, before fame, Gorman taught spoken word to empower youth, while Kadish said that without poetry she may still be in school detention. The ESRC fellowship will enable me to firmly extend the place and impact of spoken word poets' values in young people's lives in the UK building on my PhD's delivery of a spoken word poetry programme in prison. Particularly, as part of my PhD's work with imprisoned young men abroad, I designed a new spoken word poetry programme based on US and UK spoken word poetry and hip-hop. I also conducted small research with international and UK spoken word poet educators. I concluded that spoken word poetry education can inform young people's personal, moral, relational, and social development.
The fellowship aims to consolidate my PhD findings primarily in the field of education and build its reach beyond the arts and prison context. The SMSC approach is relevant to ideas of good lives in youth justice that can help alleviate the school to prison pipeline. The fellowship will also show the practical role of philosophy of education to help design education interventions led by spoken word educators. To do this, there are four aims aligned with my PhD findings that creative practice, pedagogy, collective performance (i.e. artographic sites) can contribute to moral development and rewriting adversity in a positive manner. First, I will consolidate the values that underpin artographic spoken word to complete an arts-based book manuscript that will serve as college textbook as well as research methods book for HE courses. Second, I will develop my research skills and networks to expand academic-spoken word poet partnerships to reimagine pedagogies with youth. Third, the fellowship will boost spoken word poetry values impact in SMSC. To do this it will generate new limited research findings on how UK spoken word poets' work extends a collective space where more just practice of values can take place and be taught with young people. The UK is a particularly interesting case because of its unique and impactful scheme of spoken word poets in schools initiated through the only postgraduate degree in the country that trains spoken word poet educators. Moreover, the fellowship will highlight UK spoken word poets' role in critiquing Ofsted and British Values policy context and its damaging role in perpetuating social stigma. It will stress poets' role in countering supremacist cultural and religious values. Fourth, I will expand the impact and dissemination of the SMSC findings in a unique research conference in this field, to bring together multiple beneficiaries of this fellowship. The conference as well as prior stages will lead to a special issue on SMSC and showcase the voices of poet educators and young people through a spoken word poetry album of redefining British Values on the terms of the participants.
The fellowship aims to consolidate my PhD findings primarily in the field of education and build its reach beyond the arts and prison context. The SMSC approach is relevant to ideas of good lives in youth justice that can help alleviate the school to prison pipeline. The fellowship will also show the practical role of philosophy of education to help design education interventions led by spoken word educators. To do this, there are four aims aligned with my PhD findings that creative practice, pedagogy, collective performance (i.e. artographic sites) can contribute to moral development and rewriting adversity in a positive manner. First, I will consolidate the values that underpin artographic spoken word to complete an arts-based book manuscript that will serve as college textbook as well as research methods book for HE courses. Second, I will develop my research skills and networks to expand academic-spoken word poet partnerships to reimagine pedagogies with youth. Third, the fellowship will boost spoken word poetry values impact in SMSC. To do this it will generate new limited research findings on how UK spoken word poets' work extends a collective space where more just practice of values can take place and be taught with young people. The UK is a particularly interesting case because of its unique and impactful scheme of spoken word poets in schools initiated through the only postgraduate degree in the country that trains spoken word poet educators. Moreover, the fellowship will highlight UK spoken word poets' role in critiquing Ofsted and British Values policy context and its damaging role in perpetuating social stigma. It will stress poets' role in countering supremacist cultural and religious values. Fourth, I will expand the impact and dissemination of the SMSC findings in a unique research conference in this field, to bring together multiple beneficiaries of this fellowship. The conference as well as prior stages will lead to a special issue on SMSC and showcase the voices of poet educators and young people through a spoken word poetry album of redefining British Values on the terms of the participants.
People |
ORCID iD |
Afrodita Nikolova (Principal Investigator / Fellow) |
Publications
Description | CDH Digital Resource Award |
Amount | £1,000 (GBP) |
Organisation | University of Cambridge |
Sector | Academic/University |
Country | United Kingdom |
Start | 05/2022 |
End | 07/2022 |
Description | Enhanced Research Grant |
Amount | £4,120 (GBP) |
Organisation | University of Cambridge |
Sector | Academic/University |
Country | United Kingdom |
Start | 03/2022 |
End | 03/2023 |
Description | Professional Development Award |
Amount | £3,481 (GBP) |
Organisation | University of Cambridge |
Sector | Academic/University |
Country | United Kingdom |
Start | 10/2022 |
End | 09/2023 |
Description | Public Engagement Grant |
Amount | £2,000 (GBP) |
Organisation | University of Cambridge |
Sector | Academic/University |
Country | United Kingdom |
Start | 03/2023 |
End | 12/2023 |
Title | Creative Intervention in UK SMSC Education |
Description | Transcripts of group workshop discussions with young people and artist educators exploring topics of educational justice, spiritual development policy, and perceptions of Britishness, based on experience. |
Type Of Material | Database/Collection of data |
Year Produced | 2023 |
Provided To Others? | No |
Impact | The dataset is under analysis to yield two publications. One is a co-authored book chapter with youth charity partner and participant in the study which will contribute to methodological knowledge and practice for collaborative creative interventions aimed at educational justice and innovative tools in sociology of education. The second is a journal article to account for impact on reparative justice in the English education system; implications for abolishing education policies that do more harm than good; and a call for youth-led participatory policymaking. |
Description | Creative Critical Methods Forum |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | The forum delivered an innovative programme of free activities including 5 webinars and 5 workshops centering community-building across stakeholders; epistemic as well as aesthetic justice in education; and innovative academic publishing. Each workshop was delivered by a specialist UK facilitator, and the webinars featured international knowledge exchange. The forum engaged about 45 people, mainly a mix of 25 professional stakeholders and graduate students, alongside 20 students on a foundational education programme. The three main outcomes are in progress: 1. short documentary film on creative and youth partnership in education 2. development of trauma-sensitive and socio-digital methods for widening participation in education 2. the forum concluded with the co-creation of a zine, and major educational conference to lead to a special issue. |
Year(s) Of Engagement Activity | 2022 |
Description | International Symposium on Poetic Inquiry |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | I presented on methodological directions in education for sensitive work with marginalised and traumatised young people. I believe my presentation reached mixed stakeholders in and out of academic, and within community of up to 40 people, although the overall event was attended by around 100 people. The presentation prompted critical reflection in ethics of care for participants and resulted in an international collaboration on spoken word as decolonial educational tool. |
Year(s) Of Engagement Activity | 2022 |
URL | https://www.poeticinquiry.ca/ |
Description | Presentation at Symposium Enduring Performance: The Post-pandemic Future of Spoken Word, Winchester University, Winchester, England |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | I presented a paper to gain input from multiple stakeholders on the directions of modes of engagement for the ESRC conference on spoken word education with young people in adverse times, the main research focus of the project. I believe that my presentation was attended by 20 people online. The event was productive and attracted a couple of key practitioners in the field to present at the ESRC conference I organised and convened. In addition, one of the graduate students who attended was prompted to apply for a short position to assist with the research and conference programme. |
Year(s) Of Engagement Activity | 2022 |
Description | Taking the Mic Conference Black British Poetry |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | A mixed stakeholder audience of about 60 attended a panel of four speakers on contemporary experiments in spoken word with movement to counter intersectional trauma, and implications for inclusive education. |
Year(s) Of Engagement Activity | 2022 |
URL | https://takingthemic.univie.ac.at/ |