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This article focuses on how two boys in an ethnically diverse fifth–grade classroom shifted their perceptions of poetry, moving from views of poetry as “sappy” to seeing the transformative potential of poetry. This shift was linked to their opportunities to interact with poems written by Janet Wong and Sherman Alexie that deal with issues of racial prejudice and discrimination. Through journal writing and discussions with their classmates and teacher, the students were challenged to think and feel about issues that moved and mattered to them.
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James Damico (2005) studied this question.
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