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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.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

This chapter reflectively explores the idea of doing art-based research (ABR) through poetic methods for studying the experience of learning in higher education. Taking some literature on faculty development to exemplify different ways of experiencing learning, this chapter serves as a counterpoint to researching experiences of learning from a phenomenological approach. The fundamental reasoning for this is that the basic epistemological assumptions in phenomenology would limit our understanding of experiences of learning and thus, other methodological options would be worth exploring. To that end, this chapter elaborates on the relationship between knowledge production, speech and experience, all circling around the notions of research method and construction. Here, the aim is to reflect upon an understanding of research that is aligned with a dialogical and relational conceptualization of the experience of learning. Finally, an argument will be outlined that suggests conducting research as an experience. Taking from Dewey, Kvale, Law, Scheurich, Talmy and others, this exploration will present the idea of studying the experiences of learning by way of producing/devising experiences through arts. With the notion of art as experience from Dewey, the argument goes to ABR in a general sense, and poetry in particular, as a sound and coherent alternative way of researching learning as an experience. Thus, this chapter explores the possible theoretical-methodological contributions of thinking about and doing research understood as an experience through art.

This study aims to think critically about collaborative working through the practical application of an ethics of care approach. The authors address the following research questions: How can the authors embed an ethics of care into academic collaboration? What are the benefits and challenges of this kind of collaborative approach? The contextual focus also incorporates a collective sense making of academic identities over the course of the COVID-19 pandemic.

The authors focus on the activities of the “Consumer Research with Impact for Society” collective at and around the 2021 Academy of Marketing conference. The authors draw on the insights and labour of the group in terms of individual and collaborative reflexivity, workshops and the development of a collaborative poem.

First, the authors present the “web of words” as the adopted approach to collaborative writing. Second, the authors consider the broader takeaways that have emerged from the collaboration in relation to blurring of boundaries, care in collaboration and transformations.

The overarching contribution of the paper is to introduce an Ethics of Collective Academic Care. The authors discuss three further contributions that emerged as central in its operationalisation: arts-based research, tensions and conflicts and structural issues. The application of the “web of words” approach also offers a template for an alternative means of engaging with, and representing, those involved in the research.

The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).

To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.

The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.

By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

This paper aims to offer an approach to cyborg composing with artificial intelligence (AI). The author posits that the hybridity of the cyborg, which amalgamates human and artificial elements, invites a cascade of creative and emancipatory possibilities. The author critically examines the biases embedded in AI systems while gesturing toward the generative potential of AI–human entanglements. Drawing on Bakhtinian theories of dialogism, the author contends that crafting found poetry with AI could inspire writers to problematize the ideologies embedded into the corpus while teasing apart its elisions or contradictions, sparking new forms of expression at the interface of the organic and the artificial.

To illustrate this approach to human–AI composing, the author shares a found poem that she wrote using ChatGPT alongside her reflection on the poem. The author reflects on her positionality as well as the positionality of her artificial interlocutor, interrogating the notion of subjectivity in relation to Bakhtinian dialogism and multivocality.

Weaving tales of resilience in harmony or tension with AI could unravel threads of possibility as human writers enrich, deepen or complicate AI-generated texts. By composing with AI, writers can resist closure, infiltrate illusions of objectivity and “speak back” to AI and the dominant voices replicated in its systems.

By encouraging students to critically engage with, question and complicate AI-generated texts, one can open avenues for alternative ways of thinking and writing, inspiring students to imagine and compose speculative futures. Ultimately, in animating assemblages of the organic and the artificial, one can invite transformative possibilities of being and becoming.

This paper seeks to broaden the agenda for environmental and ecological accounting research across several dimensions, extending the form of accounting in this field by encouraging research into its historical roots and developing a definition of accounting that can address the severe environmental and ecological challenges of the 21st century.

The authors explored environmental and ecological accounts from the dawn of human consciousness across a wide variety of media and in a broad range of forms. This theoretical approach reacts to the cold capitalist commodification of nature inherent in much environmental accounting practice, which documents, values and records usage of natural capital with little attempt to address depletion and loss.

By analysing the earliest ecological and environmental “accounts” recorded by humans at the dawn of human consciousness, and considering a wide array of subsequent accounts, the authors demonstrate that rather than being a secondary, relatively recent development emerging from financial accounting and reporting, environmental and ecological accounting predated financial accounting by tens of thousands of years. This research also provides a wealth of perspectives on diversity, not only in forms of account but also in the diversity of accountants, as well as the broadness of the stakeholders to whom and to which the accounts are rendered.

The paper can be placed at the intersection of accounting history, the alternative, interdisciplinary and critical accounts literature, and environmental and ecological accounting research.

Practically, the authors can draw ideas and inspiration from the historical forms and content of ecological and environmental account that can inform new forms of and approaches to accounting.

There are social implications including the diversity of accounts and accountants derived from studying historical ecological and environmental accounts from the dawn of human consciousness especially in the broadening out of the authors' understanding of the origins and cultural roots of accounting.

This study concludes with a new definition of accounting, fit for purpose in the 21st century, that integrates ecological, environmental concerns and is emancipatory, aiming to restore nature, revive biodiversity, conserve species and enhance ecosystems.

This conversation highlights the need to rethink how we approach disaster risk reduction in different South Asian contexts.

This paper is based on the webinar held as part of Asia Week at the University of Copenhagen which was organised by Asian Dynamics Initiative and Copenhagen Centre for Disaster Research on the September 12, 2023.

The prominent themes emerging from this conversation represents hybridity, self-rule and self-recovery. Along with this we suggest a fundamental turn to ensuring hope, solidarity and empathy is part of a post-colonial future.

The conversation contributes to the ongoing discussions on moving away from colonial practices in disaster risk reduction and disaster studies broadly.