Educators must attend carefully to personal beliefs in order to lessen the perpetuation of harmful norms occurring in schools and schooling. Our purpose here is to focus on how a particular process of creating poetry influences disruptive encounters, such as homophobia and privilege, thus working to change long held patterned ways of knowing. The type of poetry described is rooted in the philosophy of Transformative Inquiry (TI). Where poems are not pat answers, but unravelings and reweavings of enduring educational concerns. In poetry we see an elixir of mystery and certainty, a powerful orienting towards the pain of others: we are changed, and in turn, we change our teaching. TI poetry is a powerful act, permeating the boundary between professional and personal, calling forth the textures of being which sculpt our dispositions both in life and in practice so that educators may respond with integrity to the needs of students.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
