Using Poetry in Social Studies Classes to Teach about Cultural Diversity and Social Justice
THE SOCIAL STUDIES s a teacher educator committed to raising issues of racial, economic, and gender equality and those related to an appreciation for diversity, I find poetry to be a powerful resource in social studies methods classes. When preparing preservice teachers for elementary and middle school levels, I find that poetry can often capture their attention and address controversial issues in a meaningful, less-threatening manner. Poets frequently share their personal experiences with cultural diversity, racism, sexism, or classism in short, potent phrases. Poems often affirm women and cultural groups that are less valued in our society, praise individuals who resisted oppression, or portray the harm resulting from prejudicial comments or discriminatory actions. For example, in my social studies methods class, when we read “Harriet Tubman” by Eloise Greenfield (Hudson 1993), we discuss Tubman’s spirit and courage to resist slavery through her leadership in the Underground Railroad. When we read “Honor” and “Farmworker” by Alma Flor Ada (Ada 1997), we consider the importance of farm workers who, for little pay and at great personal risk, provide many of our foods. After a decade of using poetry appropriate for children and youth as a social studies resource, I continue to be impressed with how much teacher-education students are moved by poetry when they seem untouched by more objective resources. I hope, of course, that those students will consider the power of poetry when they address multicultural social studies themes in their own classrooms.