Building Solidarity through Collective Poetry: A Pedagogical Approach in Teacher Education

Abstract

In response to the rising tide of xenophobic and anti-educator sentiments, fostering solidarity and resilience in educational spaces has become essential. This paper explores the use of collective poetry as a pedagogical tool to cultivate community and resistance within a teacher education classroom at California State University, Dominguez Hills (CSUDH). Grounded in the framework of comadrerismo—centered on care, community-building, and advocacy—teacher candidates use a "Social Justice Cypher" activity to share their beliefs, struggles, and aspirations for social justice in education. Through poetic expressions, participants engage in critical discussions on identity, belonging, and resistance, fostering agency and empowerment. This study demonstrates how collective poetry not only enhances social and emotional learning but also supports teacher candidates in navigating and challenging oppressive sociopolitical forces.