Abstract
The humanist framework of poetry therapy extends to both the individual and the larger social context that frames our personal lives. Poetry therapy calls on us to embrace the voices and practices of inclusion and equality. In this article the author reflects on several years of undergraduate teaching where she integrated student journals into teaching about inequality. Teaching about inequality extends beyond intellectual inquiry to emotions, empathy, and personal growth. Through reflections, the following questions are explored: How do journals as a place for students' feelings intertwine with critical analysis of inequality? Can journals as a place for students to hear their own voices increase empathic listening, particularly to feminist and antiracist writings? And, how do the professional and ethical standards of poetry therapy practice best support personal growth in the classroom?
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