Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry

We explore how the participatory, literary arts-based methodology of collective poetic inquiry can facilitate awareness of, and insight into polyvocality in educational research. Using found poetry and haiku poetry, we present a poetic performance in which we engage with diverse voices that manifes...

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Autors principals:	Kathleen Pithouse-Morgan, Inbanathan Naicker, Vitallis Chikoko, Daisy Pillay, Pholoho Morojele, Teboho Hlao
Format:	Artigo
Idioma:	Inglês
Publicat:	University of the Free State 2014-12-01
Col·lecció:	Perspectives in Education
Matèries:	collective poetic inquiry literary arts-based methodologies participatory research performativity polyvocality productive ambiguity
Accés en línia:	https://journals.ufs.ac.za/index.php/pie/article/view/1890
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