Imperfect Tense

Whitepoint Press
6
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Imperfect Tense is a meditation on language, and the poems in this collection are grounded in teaching, learning, and living between languages and cultures. Much like the imported "dragon fruit," these poems grasp displacement as opportunity; they relish in perpetual outsider-ness as a way inside a fundamentally shared human condition. The first section of three, "Imperfect Tense" is a specific meditation on Americans' pursuits of Spanish as a second language. "Past Tense" revolves around experiences as an English language and poetry teacher working with immigrant communities. Finally, "Ever Present Tense" is a meditation on the language of family.
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About the author

Melisa Cahmann-Taylor is Professor of TESOL & World Language Education at the University of Georgia. She is the winner of Dorothy Sargent Rosenberg Prizes, a Leeway Poetry Grant, and a Fulbright award and has co-authored two books, Teachers Act Up: Creating Multicultural Learning Communities Through Theatre and Arts-Based Research in Education. She has published numerous articles and poetry about language learning, sustainable or fragile states of bilingualism, and teacher education. Her poems have appeared in American Poetry Review, Women’s Quarterly Review, Cream City Review, Barrow Street, Puerto Del Sol, Mom Egg, and many other literary homes. Cahnmann-Taylor judges the annual Anthropology & Humanism poetry contest and is the editor of the ethnographic poetry section.
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3.2
6 total
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Additional Information

Publisher
Whitepoint Press
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Published on
Jul 16, 2016
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Pages
120
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ISBN
9781944856007
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Language
English
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Genres
Poetry / American / General
Poetry / General
Poetry / Women Authors
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Content Protection
This content is DRM free.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants "act up" in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK–12 classrooms. They include step-by-step instructions and vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience.

Melisa Cahnmann-Taylor is an associate professor of language and literacy lducation at the University of Georgia. Mariana Souto-Manning is an associate professor of early childhood education at Teachers College, Columbia University.


"If teaching is performance, as the saying goes, then all teachers have the ability—indeed, the right and joy—to eduACT."

—From the Foreword by Johnny Saldaña, Arizona State University


"By embodying the constraints that teachers face in the classroom and beyond, we witness teachers who begin to problem-solve together and to articulate and frame dilemmas in ways that can help make solutions more evident."

—From the Afterword by Kris D. Gutiérrez , Graduate School of Education and Information Studies, University of California, Los Angeles, and President of AERA (2010–2011)


"Teachers Act Up! provides educators with a safe, critical, and generative space for wrestling with the challenges of teaching across culturally diverse settings. Theoretically grounded, this book offers a unique and compelling model for teacher professional development and its transformative potential."

—Carol D. Lee, Northwestern University


"Through play, fun, games, and theater, Melisa Cahnmann-Taylor and Mariana Souto-Manning recapture the joy and energy inherent—but too often forgotten—in teaching."

—Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst, author of The Light in Their Eyes: Creating Multicultural Learning Communities


"I can't wait until our next 'therapeutic session' together. I realize how much our games and performances help every time I am face to face with the ‘surreal’ in the classroom. It does something to my subconscious that helps me take and change things with sympathy and with a sense of humor." 

—Act Up! participant

Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity across education and the social sciences, the barriers between empirical, institutional, and artistic research diminish and new opportunities emerge for discussion, consideration, and reflection. This book responds to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice.

New to the Second Edition:

Additional focus on the historical and theoretical foundations of arts-based educational research to guide readers through development of the field since its inception.

New voices and chapters on a variety of artistic genres, including established and emerging social science researchers and artists who act, sing, draw, and narrate findings.

Extends and refines the concept of scholartistry, introduced in the first edition, to interrogate excellence in educational inquiry and artistic processes and products.

Integrates and applies theoretical frameworks such as sociocultural theory, new materialsm, and critical pedagogy to create interdisciplinary connections.

Expanded toolkit for scholartists to inspire creativity, questioning, and risk-taking in research and the arts.

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