This poem documents and serves as a call to action to confront our perceptions in spaces of learning. The format of the poem serves as a way to “give perspective” (Faulkner 2009, 92) to those who are marginalized while contemplating voice, ownership, and responsibility. This poem’s importance lies in its margins—in those blank spaces where we as teachers, scholars, and students can write how we decide to engage our own identities, pedagogies, and performances with what is on the page. Poems allow space for other voices to be expressed—the blank space on the page is the place of freedom for students, teachers, and/or performance practitioners to articulate the other dialogues simultaneously taking place. The poem’s brevity intends to facilitate multiple readings and interpretations.
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Erdely, Jennifer L.
"Underrepresented: In the Margins of Education,"
Pedagogy and Theatre of the Oppressed Journal: Vol. 1
, Article 4.
Available at: http://scholarworks.uni.edu/ptoj/vol1/iss1/4