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Arts-Based Educational Innovation and Poetic Inquiry

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Encyclopedia of Educational Innovation

Introduction

Challenging authoritative narratives to understand “exotic” others, anthropologists increasingly turn toward a variety of new, investigative forms to investigate social science questions and understandings. Educational scholars often refer to innovative and creative methodologies as “arts-based research,” embracing the highly individualized, humanistic, and evocative aspects of inquiry. From the perspective of educational scholars and poets, this entry focuses on one of the many exuberant styles of arts-based research: poetic inquiry. This entry identifies the prevalent classifications and contributions of poetic inquiry; tensions regarding validity, quality, and impact; and the possible paths for researchers to become skilled ethnographic poets.

Classifying Poetic Inquiry

Situated in a postmodern-interpretivist position, poetic inquiry refers to the use of poetry for research purposes, where poems can be used both as pathways for collecting, analyzing, and constituting...

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References

  • Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher, 32(3), 29–36.

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  • Cahnmann-Taylor, M. (2016). Imperfect tense. San Pedro: Whitepoint Press.

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  • Cahnmann-Taylor, M., & Siegesmund, R. (Eds.). (2018). Arts-based research in education: Foundations for practice (2nd ed.). London: Routledge.

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  • Prendergast, M. C., Leggo, C., & Sameshima, P. (Eds.). (2009). Poetic inquiry: Vibrant voices in the social sciences. Rotterdam: Sense Publications.

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  • Zhang, K. (2018). Being pregnant as an international PhD student: A poetic autoethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (2nd ed., pp. 67–81). New York: Routledge.

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Authors and Affiliations

  1. University of Georgia, Athens, GA, USA

    Melisa (Misha) Cahnmann-Taylor & Kuo Zhang

Authors
  1. Melisa (Misha) Cahnmann-Taylor
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  2. Kuo Zhang
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Corresponding author

Correspondence to Melisa (Misha) Cahnmann-Taylor .

Editor information

Editors and Affiliations

  1. WMIER, The University of Waikato WMIER, Hamilton, Waikato, New Zealand

    Michael A. Peters

  2. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Richard Heraud

Section Editor information

  1. Aalborg University, Aalborg, Denmark

    Tatiana Chemi

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© 2020 Springer Nature Singapore Pte Ltd.

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Cahnmann-Taylor, M.(., Zhang, K. (2020). Arts-Based Educational Innovation and Poetic Inquiry. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_49-1

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  • DOI: https://doi.org/10.1007/978-981-13-2262-4_49-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-2262-4

  • Online ISBN: 978-981-13-2262-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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