Tell the Story, Speak the Truth: Creating a Third Space Through Spoken Word Poetry

Abstract

Abstract Young people around the world are engaging in innovative literacy practices through their creation of, and engagement with, spoken word poetry. From community‐based slams to school‐based workshops to online videos, this genre has become increasingly popular with marginalized youth who have an opportunity to have their often‐silenced voices heard and receive instantaneous feedback on their creative work. Situated in Sydney, Australia, the authors used a multicase embedded research approach to investigate how spoken word poetry workshops employ culturally sustaining pedagogy, create a third space for literacy development, and encourage diverse students to develop and strengthen their critical literacy skills. The authors highlight a rich array of diverse voices, explore the instrumental role of mentor poets, and provide teachers with practical approaches to incorporating culturally sustaining pedagogy while enhancing students’ critical literacy.

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