'Poetry is not a special club': how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people?

This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses (Gee, 2015, p. 165) of school-based learning and the Spoken Word community, an artistic 'community of practice' (Wenger, 1997, p. 1) into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11- 18 year old students' attitudes to poetry study, discussion, writing and performance both in school and beyond the parameters of traditional secondary school learning.