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Opportunities or constraints? Where is the space for culturally responsive poetry teaching within high-stakes testing regimes at 16+ in Aotearoa New Zealand and England?

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journal contribution
posted on 02.09.2013, 10:49 by Sue Dymoke
This paper argues that recent changes to two national highstakes tests for English – the National Certificate of Educational Achievement (NCEA) in Aoteaora New Zealand and the General Certificate of Secondary Education (GCSE) in England – have shifted the assessment emphasis further away from poetry than previously and have significantly constrained the defined space for the genre within examination specifications at 16+. In investigating the impact of these assessment changes, the paper considers opportunities that sample groups of teachers and their students in two culturally diverse cities have to engage with poetry in examination level classrooms and the constraints they experience. The research aims to inform international debates about poetry’s position in culturally diverse classroom contexts and the implications of this positioning for teachers’ professional knowledge and poetry pedagogy, as they prepare their students for high-stakes examinations.

History

Citation

English Teaching: Practice and Critique, 2012, 11 (4), pp. 19-35

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

VoR (Version of Record)

Published in

English Teaching: Practice and Critique

Publisher

University of Waikato

issn

1175-8708

Copyright date

2012

Available date

02/09/2013

Publisher version

http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=822&p=1

Language

en