Abstract

This chapter concerns itself with poetry in the context of the teaching and learning that occurs in English/literacy classes – primary and secondary – across the Anglophone world. If national curriculum statements are anything to go on, we can take as given the category of ‘poetry’ as a subset of texts worthy of study and emulation (categorized as ‘literary’), and relatable to something we might term ‘literature-related literacies’ (see Locke and Andrews, 2004).