Packing Slip 
item |
Poet as Witness: Poetry and Social Critique |
contact |
Jed Allen (Phoenix College) jed.allen@pcmail.maricopa.edu |
college(s) |
Phoenix College |
discipline(s) |
English humanties/poetry |
summary |
My project was to research poetry as social and political critique. How can poetry contribute to the social and political betterment of the human condition? |
details |
My purpose for my Summer Project 2006 was to research poetry as social and political critique, specifically in contemporary American poetry and in poetries of eastern Europe, the Middle East, and Central and South America. I explored two questions: Why does the American literary establishment commonly dismiss “political” poetry (as distinguished from “literary” poetry), whereas such poetry flourishes in other parts of the world?, and 2) How can poetry contribute to the social and political betterment of the human condition? This five-week project was carried out at home and in libraries, with print and electronic sources. This study was in partial response to the increasingly polarity of American politics and to my developing conviction that my own poetry and my teaching as well must be witness to major concerns in our time and place. My project speaks to the “global village” aspect of Phoenix College)and to my ability to help students develop the social political awareness necessary for effective citizenship. The questions addressed are central to my writing and teaching. I discovered geographies of poetry new to me; furthermore, I see clearly now that my poetry and my teaching must openly engage the issues of our time. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ I was able to complete about seventy percent of my reading—not for lack of time but simply because some of the reading proved more time-absorbing than I could foresee. There were wonderful surprises, particularly my discovery of women Arabic poets and the Croatian poet Tomas Salamun. Most of the poetry being written in the Middle East is a poetry of witness, a large percentage of the poets being refugees. Many Palestinian school children, for example, can recite passages from contemporary poets; there is no area of their lives that is not shaped by their political situation (this would also be the case for Israeli children). My question concerning the stigma attached to so-called “political” poetry in America, however, remains unanswered. It may be our (in my view) infamous isolationism, both geographical and cultural, from the rest of the world. In any case, I hope to continue my reading in this area. ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ My project affects me professionally as a writer and a teacher. I now take the position that all aspects of our lives are political (“the personal is political”) because politics concerns how any group of humans decides to organize and govern their lives together. This is the basis for my pressing my students to become active citizens. We are, as Aristotle wrote, political animals. My increasingly widening exposure to world literature is changing my writing and deepening what I can bring to the classroom. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ I try to bring my thinking to my colleagues when possible (they are often not interested) and, with more success, to my students. In the classroom, I often read poetry which exemplifies “writing as witness,” hoping to generate discussion of critical thinking and national and world citizenship. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ |
shareback |
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extra |
Last modified: Sep-24-2006 Date created: Sep-24-2006 Visitor count: 2392 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=01883
