Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to describe the slam poetry classroom space and its meaningfulness as a tool for the construction of the perceived and embodied identities of urban American middle school students. The aim of this article is to explain how critical poetic inquiry can participate in the activist tradition of amplifying the voices of the oppressed when exploring the slam poetry classroom space and co-creating its meaning with student-participants. This research questioned: How does the slam poetry space enable middle school students to break through social barriers? How does the slam poetry space engage middle school students in the process of identity construction? Themes that emerged from this study include that slam poetry class provided a place to negotiate prescribed identities and the slam poetry class was a location for youth to create ideal self-narratives. This research contributes a pedagogy that empowers teachers and students to engage in collaborative agency and change-making through dialogue via slam poetry and critical poetic inquiry. The organizing structure of this article uses poems authored by the researcher and subtitles to introduce each section.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it