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In this chapter, I explicate the engagement of poetic expression as research analysis to understand more deeply and to represent more rigorously the experience of research participants within educational research. As a tool of analysis, poetry has the strength to disrupt expectations and invite multiple interpretations of research. Here, I articulate a methodology for engaging poetic expression fully as a tool of narrative research to reach beyond textual analysis and representation of participants’ conversations into a deeper expression of their stories to live by. Poetic expression of narrative research is the particular emphasized, which is to say that meaning-making facilitated by poetic expression relies on a consistent and minute focus on the particular. Through poetic expression of research, thoroughly member-checked by participants, I surface and make evident my position as a researcher within the research. This chapter identifies ways in which poetic expression of research invites voice on multiple levels. The poetic expression of research within a narrative inquiry makes visible the experience of the research as an unfolding experience itself for the participant, the researcher, and the reader. I demonstrate the ways in which infusing a narrative inquiry with the poetic expression of research provokes the researcher as well as the reader to draw deeply on personal experience to make sense of the research. Furthermore, poetic expression of research invites participation from readers to engage poetically with the research and become a subsequent co-participant/researcher as they make sense, themselves, of the poetic expressions of research.

The purpose of this paper is to describe the development of an innovative arts-based analysis process within the framework of portraiture methodology. The paper provides an example of how to incorporate multi-modal forms of analysis within the portraiture framework and offers a fluid, qualitative “recipe” for researchers interested in using portraiture methodology.

The study described in this paper explores vulnerability and resilience in teaching, using poetry and visual art as integrated elements of the portraiture process. Portraiture is a qualitative, feminist, artistic methodology that draws from ethnography and phenomenology to describe, understand and interpret complex human experiences.

This research resulted in the methodological development of three stages of analysis within the portraiture process: drafting vignettes, poetic expression and artistic expression. These stages of data analysis highlight the methodological richness of portraiture and center the researcher’s engagement in creative, intuitive and associative processes.

This study contributes to existing scholarship that extends portraiture methodology by including additional aesthetic elements and offers a roadmap for what a multi-modal, arts-based analysis process might look like within the portraiture framework.

The study presented in this paper serves as an example of qualitative research that expands methodological boundaries and centers the role of intuition, association and creativity in research. This work serves as a unique and important contribution to the portraiture literature, offering a provocative roadmap for researchers who are drawn to portraiture as an appropriate methodology to explore their inquiry.

Although it is often assumed that the study of human group life as “something in the making” is a product of the more distinctive emphasis of 20th century American pragmatist scholarship, the roots of the analysis of the social construction of activity run much deeper.

Whereas poetics (i.e., fiction) represents only one arena in which earlier scholars have more explicitly addressed the matters of human knowing and acting, Horace, Longinus, and Plutarch, three authors from the classical Roman era (c. 200 BCE-500 CE) contribute notably to an understanding of the ways in which people accomplish activity. While Horace and Longinus focus primarily on the production of poetic texts, Plutarch addresses the matter of reading, comprehending, and utilizing fictional materials within instructional contexts.

The texts of Horace, Longinus, and Plutarch are generally valued for the insight that they cast on the Roman and Greek life-worlds in the classical Roman era, but they also assume considerable importance as detailed reference materials for developing a more informed, comparative (i.e., transhistorical) analysis of the study of human knowing and acting in contemporary contexts.

Because of the particular subject matter they address, their extended levels of involvements in the communication process and their detailed analysis of people's roles as authors, instructors, and readers, Horace, Longinus, and Plutarch provide much valuable insight in the production and use of written texts. Moreover, given their associated attentiveness to the matters of authenticity and misrepresentation, persuasion and intrigue, and interpretation and inference, these statements should have considerable value to a wide range of scholars and educators.

The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e‐learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy 24/7 access to information. Depending on the quality of the materials and the competences and cross‐cultural sensibilities of the teachers and trainers, this information may support the progress of e‐learning in business schools. At the same time, easy online access to knowledge and educational structures is not, in practice, equally available yet across cultures, and this will be documented with comparative cases from the Arab world and African learning communities.

This article contributes to multicultural education by identifying various barriers in the online management classroom. It combines theories from educational and cross‐cultural leadership studies, as well as e‐learning studies.

The outcomes of this analysis show how technical, language and cross‐cultural barriers still hinder particular adult learners to benefit from the “24/7 business school”. It is concluded that by understanding and serving a wide range of culturally diverse e‐learners in business schools, the stewardship role of the business school teacher is key.

The interplay between technical, language and cultural barriers in the online business school is rarely reflected upon. It is the intention of the authors to trigger a broad discussion process by focusing on culturally diverse management learners and by connecting with innovative educational insights across histories and cultures.

Narrative accounts of subjective consumer experience are, in one form or another, an essential of qualitative market research. Ethnographic research and ethnographic poetry have obvious connections with the literary form, yet this form has had limited application. Based on the assumption that poetry as a craft is a somewhat limited narrative in ethnographic studies and specifically in studies that attend a consumer vulnerability agenda, this paper aims to contribute to a literary-based perspective. This paper advocates for ethnographic poetry as a consideration of disseminating qualitative data for those researchers immersed in ethnographic research with diverse and vulnerable populations.

The paper draws on a range of extant literature to draw out the distinguishing features of ethnographic poetry, in which to situate ethnographic narratives of two studies of consumer vulnerability. To assist in this, scholarly discussion in the paper is interposed with a series of interludes written in the ethnographic poetic style. These interludes are intended to epitomise merits of such an interpretive research approach.

This is a research paper seeking to draw attention to, and develop a relatively neglected research approach, ethnographic poetry. Researcher reflections, drawn from two ethnographic studies, suggest some tangible consequences of this research to generate further discussion of consumer vulnerability.

The overall aim is to extend discussion of the particular qualities of ethnographic poetry that might contribute to better serve qualitative research approaches, when conducting ethnographic research.

The paper advocates a stronger focus on ethnographic poetry to liberate the imagination of researchers and readers alike to enrich and compliment the analysis of narrative forms of qualitative data drawn from an ethnographic approach.

This paper addresses the concept of ethnographic poetry, stemming from narrative-based qualitative research, which will be entirely new to many researchers and practitioners. It suggests tangible benefits that this new perception could bring to ethnographic research.

Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations’ ways of knowing, being and doing.

This manuscript presents two First Nations’ perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation’s women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000).

The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover.

Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing.

Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research.

Writing about poetic inquiry and decolonisation from a First Nations’ perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

This chapter discusses how the special qualities of poetic language can inform new principles for organizational design. Appreciative inquiry makes extensive use of poetic language – of stories, metaphors, and imagery – to facilitate the discovery of high-point experiences and the articulation of desired future states. It is commonly believed that through this narrative mode of knowing, appreciative dialogue awakens the imaginative and relational possibilities for successful transformation of organizational systems. In a critique of current practice, the chapter suggests that the unleashed generative capacity for change is not fully utilized because of appreciative inquiry's reliance on logico-scientific discourse during its design conversations. This return to modernist managerial practice is unfortunate, if we accept the need for alternative ways of knowing and talking in our efforts to create more just and sustainable forms of organizing. In an attempt to renew existing thinking, the chapter explores the question of what becomes possible when we embrace the poetics, rather than the pragmatics, of organizational design. It describes four qualities of poetic language – imaginative, ambiguous, touching, and holistic – which may inspire the design of organizations that are both more daring and caring in character.

To provide insight into young people’s attitudes toward community, place, and public discourse on youth and the environment, and to constructively situate the concept of “a sense of place” within these insights for critical pedagogy and community development.

This project utilizes a grounded theory approach to identify salient themes in young people’s expressions of place relationships through poetry. About 677 poems about “local watersheds” written by youth aged 5–18 for the River of Words Poetry Contest between 1996 and 2009 are analyzed using poetic and content analysis.

Findings include the importance of place experiences that employ risk-taking and play, engage central family relationships, and provide access to historical and political narratives of place for the development of constructive place relationships. We also present findings regarding emotions in the sample, showing changing levels of hope and idealism, sadness, pessimism, and other emotions as expressed in the poems.

Using poetic analysis to study attitudes, values, and feelings is a promising method for learning more about the perceptions and values of individuals that affect their self-efficacy and agency.

Engaging youth as active participants and empathetic knowledge-creators in their own places offers one opportunity for critical reflective development in order to combat and reframe disempowering public discourses about young people and their relationships to nature and community. Educators can use this research to adapt contextually and emotionally rooted methods of place-based learning with their students.

The paper uses a nontraditional, mixed methods approach to research and a unique body of affective data. It makes a strong argument for reflective, experiential, and critical approaches to learning about nature and society issues in local contexts.

This paper aims to examine how poetry and prose relate to each other in the context of architectural design education. While the two notions tend to be presented as distinct opposites, this paper shows how design processes are made possible by designers moving dynamically between poetic and prosaic viewpoints.

The paper illustrates and supports the argument made in the paper through a series of images taken from an educational case study. The case study further shows how perceptions of poetry and prose can vary between different cultural backgrounds.

Building on the case study, the paper shows how architectural design education teaches students to establish links between poetic and prosaic realms in a dynamic and flexible manner. The discussion further provides a basis for understanding how perceptions of the prosaic and poetic can be understood as choices made by observers.

Limitations of this paper arise from the specificity of the reported case study and its reliance on the personal experience of the author as a teacher of architectural design primarily at universities within the greater China area.

This paper shows how the learning to move between perceptions of poetic and prosaic is employed in architectural designing and taught in architectural education. In discussing designers' moving between perceptions of poetic and prosaic, the paper relates epistemologies of cybernetics, design, traditional Chinese thought and radical constructivism.

The purpose of this paper is to reveal links between managers developing their reflective practice and the emergence of poetic expression in their writing.

The author runs the Master's year of a university program that helps business leaders', managers, professionals and consultants develop their abilities for leading and managing major change projects using action research. She reflects back over the 12 years of the program and recognizes a link between the development of reflective practice and the emergence of poetry and, increasingly, poetic expression.

At the same time as participants' actions are involving them in dynamically complex issues, working beyond events and into the forces that shape change, it is possible to reflect on what they are learning and how they might express it. As they slow down their thinking, become more reflective and inquire into the assumptions on which their actions are based, and then attempt to articulate this, they begin to experience the re‐sounding of their own voices. For many, poetry emerges – in the margins – at the edge of what can be said in words.

A major implication for universities and researchers is the realization that a shift from the non‐participating “researcher” to the participating “I” is much more than grammatical. Each constitutes a different socially constructed world, uses a different language and is borne on a different voice.

There is everyday, practical value in realizing that reflective practice and poetic expression are linked, and that expressing our “selves” in texts that are vital breathes life into our words and our actions in the world.