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dc.contributor.advisorBlevins, Brooke E.
dc.creatorBagwell, Lauren P., 1993-
dc.date.accessioned2017-01-19T17:30:07Z
dc.date.available2017-01-19T17:30:07Z
dc.date.created2016-12
dc.date.issued2016-11-17
dc.date.submittedDecember 2016
dc.identifier.urihttp://hdl.handle.net/2104/9907
dc.description.abstractSpoken word poetry is an art form that has the propensity to engage students in critical thinking and empower them to use voice to represent their perspectives regarding controversial issues. Infusion of spoken word poetry in the social studies classroom serves as a powerful means of self-representation for youth and alternative perspectives at a time when textbooks have become a source of hegemony and Eurocentric language. Until recently, research has focused primarily on spoken word poetry as a pedagogical tool in the English classroom. This study looks to address the role spoken word poetry can play as a tool that cultivates meaningful understanding, engagement, and student voice in the social studies classroom.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectSocial studies. Spoken word poetry. Voice.
dc.titleWhy the social studies needs her poets : a case for spoken word poetry in the social studies classroom.
dc.typeThesis
dc.rights.accessrightsWorldwide access.
dc.rights.accessrightsAccess changed 6/7/19.
dc.type.materialtext
thesis.degree.nameM.A.
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.levelMasters
dc.date.updated2017-01-19T17:30:08Z
local.embargo.lift2018-12-01
local.embargo.terms2018-12-01


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