Culturally responsive poetry

Abstract

In this phenomenological research, I explore the lived experience of African American adolescent poets in an organized poetry group in their school. My research question unfolds, “What is the lived experience of writing poetry to uncover the power for African American adolescents to name who they really are?” My exploration calls upon the works of such phenomenologists as John O'Donohue and Martin Heidegger. My study is further augmented by Black feminist scholars and writers such as Patricia Hill Collins. Furthermore, Max van Manen provides a research guide pedagogically on this journey, alongside culturally responsive educators such as Gloria Ladson Billings and Jacqueline Jordan Irvine. The paths, thoughts, and meanings of phenomenology and poetry danced through, between and alongside one another. As an educator, igniting poetic voices for listeners and readers occurs through a process of unraveling and writing renderings with the intention of embodying the hope, joy, rage, and love that the poets have spilled onto the pages, as they read in the group in earnestness and conviction.

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