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Reflections on student journals and teaching about inequality

机译：关于学生期刊和不平等教学的思考

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摘要

The humanist framework of poetry therapy extends to both the individual and the larger social context that frames our personal lives. Poetry therapy calls on us to embrace the voices and practices of inclusion and equality. In this article the author reflects on several years of undergraduate teaching where she integrated student journals into teaching about inequality. Teaching about inequality extends beyond intellectual inquiry to emotions, empathy, and personal growth. Through reflections, the following questions are explored: How do journals as a place for students' feelings intertwine with critical analysis of inequality? Can journals as a place for students to hear their own voices increase empathic listening, particularly to feminist and antiracist writings} And, how do the professional and ethical standards of poetry therapy practice best support personal growth in the classroom?
机译：诗歌疗法的人文主义框架既延伸到个人，也延伸到构成我们个人生活的更大的社会环境。诗歌疗法要求我们接受包容和平等的声音和做法。在本文中，作者回顾了几年的本科教学，将学生期刊整合到有关不平等的教学中。关于不平等的教学不仅仅局限于智力探索，还涉及情感，同情心和个人成长。通过反思，探讨了以下问题：杂志作为学生情感的场所如何与不平等的批判性分析交织在一起？杂志是否可以作为学生听取自己声音的场所，尤其是对女权主义者和反种族主义者的著作，会增加同理心的聆听}，而且，诗歌疗法实践的专业和道德标准如何最好地支持教室中的个人成长？

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