Abstract
ABSTRACT This chapter describes how children wrote poetry to represent their understanding of themselves in relation to their teacher's comments on their report cards. The children were asked to find phrases or fragments that were personally significant and then creatively place them in order to shape poems as representations of themselves. They used these phrases and fragments to create poetry that helped the researcher and their teacher understand the ways their knowing of themselves was influenced by their teacher's knowing of them. Nona Lyons's (1990) concept of “nested knowledge” helped the researcher understand this relational aspect of knowing and curriculum making between the children and their teacher. This highlighted the ways the children's “stories to live by,” a narrative concept referring to identity, were shaped in a knowledge relationship and creatively represented in the children's work.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
