Nineteenth International Conference on the Arts in Society

Abstract

While many social studies teachers are shy to address social justice topics at the elementary level, teacher candidates who are enrolled in preparation programs often view the classroom as a space where they can have agency, and potentially adopt the role of change agent. This inquiry examines the spoken word poems written by elementary teacher candidates to address social justice topics: gender equality, racism, economic inequity, Earth justice, identity, America in conflict, and the impacts of colonization. Teacher candidates independently select their topics to explore truths and contradictions of a democratic society. We analyze the themes of these poems and place them within one of five categories articulated within Bronfenbrenner’s ecological systems theory. We conclude with discussion of the growth, comfort levels, and challenges candidates faced when composing and performing spoken word poems, and propose a pedagogical shift to support candidates making connections across ecological systems.