Pedagogy of care in the master's degree in secondary education teaching through joy harjo's poetry
| Autor | Carmen García-Navarro/Manuel José López-Martínez |
| Cargo del Autor | Universidad de Almería/Universidad de Almería |
| Páginas | 209-224 |
挑腸販般晩腸挑
CAPÍTULO 11
PEDAGOGY OF CARE IN THE MASTER’S DEGREE
IN SECONDARY EDUCATION TEACHING
THROUGH JOY HARJO’S POETRY
CARMEN GARCÍA-NAVARRO
Universidad de Almería
MANUEL JOSÉ LÓPEZ-MARTÍNEZ
Universidad de Almería
1. INTRODUCTION
Multifaceted voices such as poet and musician Joy Harjo’s, author of
empowering poetry collections such as She Had Some Horses (1983),
Conflict Resolutions for Holy Beings (2015), and An American Sunrise
(2019), among others, dismantle notions about origin, class, ethnicity,
and colonisation. Harjo (Tulsa, Oklahoma, 1951) is a Native member of
the Mvskoke (Creek) Nation and Poet Laureate of the United States
2019. Her works advocate for creative ways of integrating care for the
planet. Two of her poems, “Remember” (1983) and “Let there be no
regrets” (2019) were used in the action research initiative developed in
the Master’s degree in Secondary Education Teacher Training both with
future teachers of English as a foreign language and of Social Sciences,
at the University of Almería in the modules Aprendizaje y Enseñanza de
una Lengua Extranjera (4 ECTS) and Aprendizaje y Enseñanza de la
Geografía (4 ECTS). The experience aimed at creating engaging peda-
gogical actions by using poetry as an educational resource to support the
inclusion of topics related to the ecological agenda of the Sustainable
Development Objectives (SDO), specifically Objectives 4, 5, 15 and 16,
as tools that could transversally be integrated in the Secondary school
classroom. The general objective was to use poetry not only as a means
that contributes to learning the language, but also to raise awareness of
the historical and cultural components that have historically shaped
挑腸販藩般腸挑
supremacist patriarchal norms as seen in different forms of violence, op-
pression, discrimination. We used these texts due to the array of possi-
bilities that they comprise for fostering critical thinking about relevant
environmental and social issues.
2. THEORETICAL FRAMEWORK
The theoretical foundation of this educational research places historical
and cultural knowledge, and poetry, in the focus of our interest, as me-
diating sources of knowledge that provide a contact of subjective scope
with human experience, not only by means of the word, but also of
forms, symbols, and sounds, as media that appeal to our senses and emo-
tions (Gardner, 1984, 1993a, 1993b). In this formative experience, po-
etry contributes to the acquisition of students' skills and abilities and to
the emergence of new forms of literacy (Armstrong, 2003). From our
view, the interrelation of prospective Secondary school teachers with
poetry offers the opportunity to evoke images and perceptions, to reflect
on feelings and situations about themselves and other people, to create
ideas and knowledge about different issues that concern the world. That
is to say, it allows for our students to develop learning to be and to be
more creative, sensitive and critical. These abilities are precisely those
that current societies demand from teachers so that they can, in turn,
share them with the students who are going through the Secondary edu-
cational stage.
Over time, the teaching and learning processes of languages and relevant
social problems have evolved (Martín, 2009) and efforts are constantly
being made to find approaches that provide better results in the evalua-
tions of students. Therefore, the need to include methodological innova-
tions in the Secondary school classroom to be applied both in the teach-
ing-learning processes of foreign languages and in the social sciences is
necessary, especially when it comes to dismantling the extended repre-
sentation of secondary school teachers as mere transmitters of
knowledge. From this perspective, poetry plays an important role, above
all because it can be used transversally. Thus, the possibilities of this
pedagogical resource to teach both English and environmental and
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