This paper demonstrates how poetry can enhance the process of inquiry by releasing the inner voice of the researcher in ways that more conventional forms of academic research may not. Poetry removes the insulation between me and my experience to reveal what is “true” for me. Interpreting my “generated” poetry as artefact has reinforced my educational convictions: it is who we are, not what we do (Arendt, 1974), that will determine the ultimate success of our educational endeavours. The writing of a “found” poem can unearth otherwise hidden—or possibly forgotten—connections between finding poems and educating youth.
|Keywords:||Poetry, Inquiry, Teaching and Learning, Insights, Inner Voice, Change|
PhD Student, Department of Integrated Studies in Education, Faculty of Education, McGill University, Montreal, Quebec, Canada
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