Abstract
Research shows that teachers and teacher students believe that poetry is important within the school system, but still shun it. The main reason is the widespread notion that poetry is difficult. And indeed, poetry can be just that, but it can also be fun and easy—this is the basic duality of poetry. As a university teacher of literature, I come across this shunning on a regular basis. However, it resembles another conflict that is just as frequent at least amongst teacher trainees: the one between the university classroom, and the classroom where the students will eventually be teaching. Through sets of thinking that embrace patience and risk, as opposed to reliability and guarantees (exemplified by Gert Biesta’s and G.C. Spivak’s theories), these two conflicts could be dealt with simultaneously. The same goes for pedagogy: when choosing pedagogical material that address this duality of poetry, two things tend to happen in the classroom: (a) poetry becomes fun (and a bit less difficult); (b) poetry helps the students see the difference—and the relation—between the two classrooms. In this chapter I argue that this occurs due to the analogy between the duality of poetry and that of teacher training.
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Notes
- 1.
In Swedish—the native language of my son and I—the word “instrument” is an uncountable.
- 2.
The theories of the French linguist Jean-Jacques Lecercle involve this ruling out of certain parts of language as not-language; he calls this “the remainder of language” and claims that it is a result of earlier linguists’ will to control language, a will that he calls “I speak language.” Lecercle claims, however, that this is plain censorship, an effort from certain power structures to remain in control, and that the language that is ruled out has a strong tendency (like Freud’s “unconscious”) to come back to haunt us where we least expect it. And the discourses, or forms, where this is most likely to happen are nonsense and poetry. These theories are presented in the two books Philosophy through the Looking-Glass (1985) and The Violence of Language (1990). I have spoken extensively on the relation between these theories and contemporary poetics elsewhere (Alfredsson 2015, 2018).
- 3.
Another reason to take into consideration is the instrumental approach that comes with assessment. This has been addressed by, for example, Daniel Xerri in his two articles “Colluding in the ‘Torture’ of Poetry: Shared Beliefs and Assessment” (2013) and “‘Poetry is a Tremendous Ally’: Children’s Poet Michael Rosen on Teachers’ Attitudes toward Poetry” (2014).
- 4.
Cf. Biesta’s attack on the term “competence” in relation to teaching, since it “focuses the discussion on what teachers should be able to do rather than only paying attention to what teachers need to know” (Biesta 2013, 122).
- 5.
- 6.
Quotations from Aristotle (1980, 143).
- 7.
Then again, Derrida would not be Derrida if he were to choose one of these two—so the “bringing to an end” aspect is of course luring behind, just as well.
- 8.
Nietzsche (1986, 149 (§376)).
- 9.
Xerri has also referred to this risk, by saying that, “by treating poetry as if it were sacred, teachers might unwittingly risk alienating students from it” (Xerri 2014, 114).
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Alfredsson, J. (2018). The “Effanineffable” Weakness of Poetry: The Duality of Bringing Poetry into the Teacher Training Classroom. In: Kleppe, S., Sorby, A. (eds) Poetry and Pedagogy across the Lifespan. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-90433-7_12
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