This book identifies and describes facets of poetic inquiry, a research method/methodology/tool that uses poetry in the research process (information gathering, analysis and/or dissemination). Specifically, this book explores how and why it is in use, provides revelations around its unparalleled function(s) in research, and presents an exemplification of a close reading approach, trialled in the study framed in the book, that can draw further knowledge from the products of poetic inquiry studies.
Poetic inquiry studies are somewhat established, and their findings are being published in academic journals and books however, poetic inquiry is currently undertheorized and noticeably missing from notable research methods textbooks and publications that discuss the merits of arts-based research. This may have the negative result of knowledge being lost or overlooked that could hold answers to previously unanswered questions that exist across the disciplines.
In response to this problem, this book (drawing from the doctoral research study therein), highlights poetic inquiry's theoretical underpinnings and pragmatic uses in research and scholarship that can be adopted and adapted by new and established scholars. This is done using the tenets of poetic inquiry as a frame and includes in-depth literature review and an exploration of the findings of interview with four notable poetic inquiry scholars in education in Canada. Detailed profiles for each participant have been created to analyze and emphasize their distinctive poetics and approaches to scholarship. Lastly, this book considers ways that poetic inquiry can inform teaching practices, as poetry is seen to permeate the participants' lives and influence their approaches to teaching at the post-secondary level.
This book is written for both early career and well-established scholars who have an interest in exploring ways that poetic inquiry (which marries art and epistemology) can enhance their research and teaching practices.
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Dr. Adam Vincent is a poet, awarding winning researcher and university instructor. He simultaneously approaches his research, curriculum development and scholarship across the disciplines with the sensibilities of a poet (who has written and performed poetry for over 25 years) and with the eye of a university-level educator (who has over a decade of teaching and facilitation experience).He has a doctoral degree in Language and Literacy Education from the University of British Columbia, which supports his diverse teaching portfolio that includes teaching university-level communications and academic transitions (University of the Fraser Valley), teaching literacy assessment practices (University of British Columbia), and providing academic support for students across the disciplines (Capilano University and Kwantlen Polytechnic University).
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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