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Panel Presentation in 2014 West East Institute Bali conference (18 - 21 May)
full name / name of organization:
West East Institute
Found Poetry and/as Pedagogy
Poetry, labelled by Wallace Stevens as “the supreme fiction” (1961), as the highest form of creative production, also evidences the mastery of a target language, and by extension the instruction of a target language or literary aesthetic. Poetry, reified and increasingly instrumentalised today, is also used in various industries as a way of promoting empathy with a client or patient (as in the case of medical workers and practitioners (Mazza and Hayton, 2013)). Found poetry, subsequently, as conceived by Walter Benjamin in the early 20th century, is unique in that it collects existing lines (or pearls) from material production (verse, prose, film) in order to create new meaning—in essence formulating novel readings through the collage of once seemingly disparate, and now conjoined, lines. Found poetry places divergent forms and genres into conversation—it creatively combines the old and the new, the putative high and low. Perhaps pursuant to William H. Burroughs and Brion Gysin’s (1977) popular extension of found poetry in their famous Dadaist cut-ups and Burroughs’ Nova Trilogy, Benjamin’s high modernist poetic exercise now finds itself used in teaching and learning through, for example, the multitude of lesson plans published online for primary and secondary schools (NCTE 2013; and William Victor, S.L., 2010). Little scholarly research, however, has so far been conducted concerning the contemporary usage of found poetry vis-à-vis Teaching & Learning (Love 2012), especially in university and/or second-language learning contexts.
Found poetry evidences the fruitful marriage of existing language, scholarship, and pedagogy. This panel proposes to inaugurate a community of creative writers, researchers, and instructors under the ample latitudes of our deliberately broad title “Found Poetry and/as Pedagogy” at the WEI Bali 2014 Conference. Invited panel attendees may also have the opportunity to publish extended versions of their presentations in book form. The tentative title for the book is eponymous with our panel title: Found Poetry and/as Pedagogy.
4. What we want
We solicit 15-minute papers that consider, combine, or supplement any of the following suggestive (rather than prescriptive) topics:
5. Submission instructions
By 1 March 2014, please submit the following:
Moreover, given the broad-based T & L logic of the panel, it would be helpful to complete individual syllabi that integrate found poetry and pedagogy to be disseminated at the conference. Send submissions to either email@example.com or firstname.lastname@example.org.
6. What we hope the panel participants will acquire at the conference
A sense of being a part of a unique research community; the opportunity to be published in a unique and innovative research publication; the opportunity critically to examine the usefulness of incorporating found poetry into the Humanities classroom.