Young people around the world are engaging in innovative literacy practices through their creation of, and engagement with, spoken word poetry. From community‐based slams to school‐based workshops to online videos, this genre has become increasingly popular with marginalized youth who have an opportunity to have their often‐silenced voices heard and receive instantaneous feedback on their creative work. Situated in Sydney, Australia, the authors used a multicase embedded research approach to investigate how spoken word poetry workshops employ culturally sustaining pedagogy, create a third space for literacy development, and encourage diverse students to develop and strengthen their critical literacy skills. The authors highlight a rich array of diverse voices, explore the instrumental role of mentor poets, and provide teachers with practical approaches to incorporating culturally sustaining pedagogy while enhancing students’ critical literacy.

中文翻译：

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讲故事，讲真话：通过口语诗歌创造第三空间

世界各地的年轻人通过创作和参与口头诗歌来参与创新的识字实践。从基于社区的大满贯到基于学校的讲习班再到在线视频，这一类型在边缘化年轻人中越来越受欢迎，他们有机会听到自己经常沉默的声音并获得有关其创作的即时反馈。作者位于澳大利亚悉尼，采用多案例嵌入式研究方法来研究口语诗歌诗歌研讨会如何运用文化上可持续的教学法，为识字能力的发展创造第三个空间，并鼓励多样化的学生发展和增强他们的关键识字能力。作者重点介绍了各种各样的声音，探讨了指导诗人的工具作用，