(Di)versification: Transgressive Poetics in the Twenty-First Century Classroom pairs literary analysis with pedagogical implications in an attempt to argue for the increased use of poetry in the classroom as a mechanism to subvert anti-ethnic and anti-LGBTQ censorship efforts. I argue in favor of a structuralist approach to analyzing early twenty-first century poetry in the transgressive classroom as a site of resistance against legislative efforts to censor or prohibit discussions of structural racism in public education. The work is separated into five chapters, each of which interrogates distinct formal traditions in American poetry: received forms, invented forms, erasure, nontraditional forms, and what I term unreadable poems, or poems that resist a traditional or linear reading. Each chapter delineates practical methodologies for educators through a combination of in-depth analysis and a discussion of pedagogical implications. Together, these chapters demonstrate the unique and effective application of teaching poetic form as a site of critical inquiry in the classroom
