Poetry:
Poetic Bricolage

Marlene de Beer
PhD Student
University of Ulster, Northern Ireland
Email: m.debeer@ulster.ac.uk

As I am [*1] 'inspired' by the work of Norman Denzin and Yvonne Lincoln (2000) and Michael Patton (2002a & b) the following poem symbolizes and affirms a sixth and seventh moment [*2] bricoleurship [*3] and narrative turn to poetics [*4] in educational research:

Bricolage

I do

I am
pleased to meet you!

I / you
on a journey
the naked gaze
does not see -- yet
the narrative turn...

choreography
emergent flexibility
a seventh moment
come with me
discover together

Through these poetically represented data, I challenge -

games of truth
& power-plays
turned against
themselves
& each other

...outplayed [*5]

Data-poem 2. Personal reflective data poem on what I observed and experienced, written after the Bosnia & Herzegovina (1-14 April 2001) field research visit:

I WANT TO GO ON WITH MY LIFE

I feel
karmic energy
through ruins of
windows
walking on a living graveyard
through Sarejevo's pebbled market
hearing at night
ghostly cries.

places of worship shattered
for some a daily, living memory;
what secrets do your ruins hold?

I see
young faces
older faces
remembering
moments of horror, flickering

I see you in the window
staring - waiting

is it over?
is it safe?

where is my life?

where is my life?

where is my life?

Two souls connecting briefly
your soul older, experienced, tired;
mine younger, ignorant, innocent?
nothing is black &/or white
it's very grey
& everybody is innocent
does this make sense?

what is our role?
assisting them to go on with their lives
to reconstruct it as before?
or new, changed, reformed?

modernised?

I hear
a baby crying
an old crone carrying her
bending forward
begging
to live
in the cold rainy night
of Sarajevo.

Our grandeur
our 4x4's
our fancy hotels & restaurants
our expert advice & assistance

not understanding
my language
what version do you hear?

our delusion / illusion
that we may save you!

Grand buildings with high walls, fences
high-Tech security

keeping us out?
keeping you safe?

keeping the divide
maintaining the separation

& then you talk about social cohesion [*6]
harmonisation?

& me being observing & writing this
the ultimate intruder
for the sake of academic research
what is the lessons that I learn?

what is the lessons that we learn?

what is the lessons that we learn?

Data-poem 3. This is connected to the previous poem, and is a personal, reflective data poem with an epistemological undertone.

LESSONS LEARNED?

our delusion, illusion
that we may save you

our grandeur
our 4x4's
our fancy hotels and restaurants
our expert advice and assistance

what an insult
your language
we don't understand
not hearing
your sacred voice

our fancy buildings
with high walls
high-tech security
keeping us safe

keeping you out
keeping the divide
maintaining the separation

now,
as then,
continuing the deceit

lessons not learned

Data-poem 4. This combines personal data (interpretations, reflections and observations) with empirical data (interviews), with a textual ending.

TO CONFORM

OR TO TRANSFORM

Human Rights
is not Human Rights

if the language of human rights
needs to be 'softened'
if sexual orientation
has to be taken out

silencing our voice
making us invisible
creating an illusion
of social cohesion

only if you and I conform
will we be accepted
included
in citizenship education.

We are the human rights generation
accepting nothing less than human rights

We will know them and claim them
For all women, men, youth and children

From those who speak human rights
But deny them to their own people [*7]

Data-poem 5. Connecting with the previous poem and founded on empirical data (interview notes and document analysis), personal data (interpretations, reflections and observations), two lines of textual data at the end, and poses an epistemological question / concern.

JUDGE & JURY

I ask you --
Are we the human rights generation?

in Northern Ireland:
sexual orientation
out of citizenship education

in the United Kingdom:
Section 28 limit discussion
but Section 75 of the Northern Ireland Act promotes equality!

in the Republic of Ireland:
the Employment Equality and Equal Status Acts provide no protection for teachers;
faith schools have an opt out clause!

in South Africa:
a Bill of Rights & Equality Clause
protects sexual orientation
but the test cases always a struggle!

I ask you --
Are we the human rights generation?
Do we know them & claim them -
From those who speak human rights
But deny them to their own people [*7]

Your verdict.

Data-poem 6. Constructed by integrating personal data (interpretations, reflections and observations) and empirical data (transcribed interview notes [*8], shown as italics).

CHASING FASHION & TALKING BOXES

yesterday that -
today this -
another jargon -
Social Cohesion
created by whom?
for what purpose?
Social Capital [*9]
it's a religion on its own!

Conform to the rhetoric
of Puppeteers
queue for a ticket -
"My lad, quite expensive I must say!"
enter the arena -
a clown's laughter
the circus master's lightning whip

all boxed in nicely now!
becoming front soldiers

STOP
think
outside
the box -

drum the spirit free!

Data-poem 7. SOCIAL COHESION DIALOGUES

In the above poem, the first dialogue box contains textual data of Stephen Heyneman (in Guthrie, 2003, pp. 2243-2250); the second and third dialogue boxes provide empirical data obtained during Friday lunch-time seminar series [*11]; all other dialogue boxes represent verbatim quotations from a transcribed interview with Catherine Odora Hoppers, 28 November 2001).

The next data poem contains empirical data (verbatim quotations from transcribed interview with Catherine Odora Hoppers, 28 November 2001, shown as italics) and textual data (Odora Hoppers, 1998, pp. 175-176, 12, 24, 179].

Data-poem 8. A THIRD WORLD'S LOT?

I. prostrated
a world
discovered
invaded
subjugated
governed

a world
to be
educated
converted
assisted

spirit
prostrated!
domesticated

up the social-Darwinist ladder!
false egalitarian mask!

II. contained

a kind of ethos
governs
the international system

the world
run
by the powerful.

Global politics
& unwritten policy
contain the 3^rd world countries

ensure that certain things
that hurt them
never succeed!

Structural Adjustment [*12]
an army
sucking out sources
& money
back into its coffers!

the little that
trickles
only alleviates

This is where the bitterness comes from.
This is the valley of the shadow of death.

Data-poem 9. Based on empirical data: verbatim quotations, with minor modification, from transcribed interview with Catherine Odora Hoppers, 28 November 2001.

THE BEASTLY FEAST?

your face
a double face
a Devil's face!

one face
turned towards your own society
deplores any injustice.

turning your other face
looking outwards
your morality changes
your ethics change.

Like a flood light
it beams out
from the North to the South

scrutinising
one-way
like a torch

never back
never -
the other way!

backed by science
backed by the military
backed by anthropology
backed by sociology

denial of humanity
no morning
only righteousness

a sickening feeling in the pit of people's stomachs!

(Dear) Complicated Beast [*13],
can we beam it the other way
have the discussions in a reciprocal way
talk as people to people?

Data poem 10. Epistemological and personal reflective data poem founded on observations and interview notes, with a textual ending (Odora Hoppers, 2001, p. 36 [indicated in italics]).

DEVELOPMENT AID

are you merely a diplomat?
on an exciting mission

perceiving that you are saving me
my country from destruction

in the name of development and aid
what are your motives?

I am not here to imitate you
Your values
Your world
Your policies and plans.

hear, value, learn and work
with my indigenous knowledge and wisdom
my strengths and weaknesses
my vulnerability and creative intelligence.

our collective consciousness
traumatised by
slavery
holocaust
civil conflicts
apartheid
genocide
war retaliation
all the -isms, phobias and divisions
(western) greed and materialism
environmental destruction and exploitation

can we have a partnership?
can we have a win-win agreement?

Finding
Spirit.

I am a wounded healer...         and you?

Data poem 11. Founded on personal reflexive, textual and epistemological considerations relating to the themes of education, social cohesion and diversity (constructed 8 April 2003; shown as PowerPoint slide and textual 'referencing' afterwards).

NOTES

[1] Marlene de Beer is a South African national, and is currently studying at the University of Ulster in Northern Ireland on a United Nations Educational, Scientific and Cultural Organisation (UNESCO) PhD studentship. She has studied social work [BA (Soc. Sc.)] and community development [MA (Soc. Sc.)], and has worked in these areas. Marlene has also lectured in community policing at Technikon South Africa (1994 - 2000). She was introduced to data poetry in 1999 and has since experimented within this genre. Opinions expressed and conclusions arrived at in this article are those of the author and cannot necessarily be attributed to the UNESCO Centre or the University of Ulster. E-mail: m.debeer@ulster.ac.uk / de_beer_marlene@hotmail.com

Previous versions of poetically represented data poems that appear in this article were presented in:

• de Beer, Marlene. (2002, June 12-13). Methodology, voice and ownership in qualitative PhD research. Paper presented at the Irish Social Policy Association Postgraduate Conference, Jordanstown, Northern Ireland.
• ___. (2002, September 21). In search of a heart for the complicated beast and his feastings: International organisations intervention in developing social cohesion through education--using poetry in qualitative education research. Paper presented at the 15th annual Conference on Women's Studies: Beyond Sex and Gender? Centre for Women's Studies, Queen's University, Belfast, Northern Ireland.
• ___. (2003, February 14-16). Social cohesion and education: Reflections and implications for the lesbian community. Paper presented at the Lesbian Lives X Conference, Women's Education, Research and Resource Centre, University College Dublin, Ireland.
• ___. (2003, September 10). A Seventh Moment Bricoleurship and Narrative Turn To Poetics in Educational Research. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh. Education-line: http://www.leeds.ac.uk/educol/documents/00003137.htm
• ___. (2003). Echoes of a Wounded African Healer. Journal of Critical Inquiry into Curriculum & Instruction, 5(2): in press. <Back>

[2] Using Norman Denzin and Yvonne Lincoln's (2000) evolutionary framework for various qualitative research phases (pp. 3, 12-17, 1047-1063; also see Patton, 2002a, pp. 79-80), I place this article within the post experimental sixth moment (since 1995) and seventh moment (since 2000) of qualitative research. According to Denzin and Lincoln, within the sixth moment, research boundaries are expanded to include creative nonfiction, autobiographical ethnography, poetic representations, and multimedia presentations. They add: "The seventh moment is concerned with moral discourse, with the development of sacred textualities. ...asks that the social sciences and humanities become sites for critical conversation about democracy, race, gender, class, nation-states, globalisation, freedom, and community" (p. 3). <Back>

[3] Bricoleurship means Jack of all trade / professional do-it-yourself(see Claude Lévi-Strauss, 1972, pp. 16-36). The interpretive bricoleur produces a bricolage --a pieced-together set of representations fitted to the specifics of a complex situation, thus producing an emergent construction that changes and takes new forms as different (or new, invented, pieced together) tools, methods and techniques of representation and interpretation are added to the puzzle. The term indicates a pragmatic, strategic, self-reflexive and aesthetic practice (Denzin & Lincoln, 2000, p. 4), also seen as a third moment or blurred genre phase from 1970 onwards. <Back>

[4] Arts-Based Educational Research and Poetically Represented Data: In poetry construction and integration, I have used the following four forms of poetically represented data (Anne Sullivan 1999, p.1) that make culturally relevant qualitative research possible in educational research (Michelle Commeyras & Anne Sullivan 2000).

• Textual data poems are constructed from published text rather than empirical data.
• Empirical data poems are constructed from qualitative data (using the words /language /verbatim quotations of respondents, informants).
• Personal data or experience poems grow out of informal empirical data, from experience and observation, without the intermediary of a formal data gathering process. "They are poems about rather than of a specific context or interaction, often retrospectively. They represent the researcher's experience and suggest a meaning or a range of meanings" (Anne Sullivan, 1999, p. 1). The researcher's own words, interpretation, and reflections on field research experience and related observations are, therefore, used.
• Epistemological poems are likely to provoke questions, suggest possibilities, and stimulate thoughtful discussion for underlying concerns of the nature of knowledge and how we come to know.

The distinctions among these four forms of poetically represented data have been useful to my thinking about constructing poems in a research context.

Through poetic representation of data, the researcher filters data, "distilling for significances, making meaningful juxtapositions, and generating a shape that enhances intended meanings. As the researcher highlights significant patterns, tensions, and themes, the conscious act of shaping the poem becomes simultaneously both an act of representation and an act of interpretation" (Anne Sullivan, 1999, p. 1). Poetically presented data often presents an image or a metaphor, and can reveal what was previously concealed (Tom Barone, 2001, p. 25; Elliot Eisner, 1997, p. 7; Margarete Sandeloswki, 1994, pp. 46-63; Lesley Saunders, 2003). It can provide a productive ambiguity and can result in less closure and more plausible interpretations of meaning (Elliot Eisner, p. 8). Poetic methods for qualitative data analysis and presentation are particularly suitable if the data conveys dynamic tension in categories and/or feelings (Anne Sullivan 1999, p.1).

Many have linked reflective narrative writing, including poetic methods, with an epistemology for consciousness and with critical concepts of feminism, Freire, Dewey, and Foucault (for more detail see Tom Barone, 2001, p. 25; Michelle Commeyras, 1999, p. 5; Mary Cooper & Sue Burroughs-Lange, 1999, pp. 401-404, 407; Marlene de Beer, 2002; Elliot Eisner, 1997, pp. 5, 7-8; Paulo Freire, 1970/1994; Jim Garrison, 1998, pp. 131-132; Willis Harman, 1996, pp. 35-37; Karen Norum, 2000, pp. 247-249; William Pinar, 1975, pp. 271, 399-400, 407, 413, 415, 445; Laurel Richardson, 1993, pp. 695, 697, 705-6; Dick Stanley, 1990, p. 23; Anne Sullivan, 1999, p. 1, 2000, pp. 220-221, 226). <Back>

[5] Textual data taken from Deacon, Roger. (1996). Discourses of discipline in South Africa: Rethinking critical pedagogies in postmodernity. Discourse: Studies in the Cultural Politics of Education, 17(2), 238-239. See, also, Herman, Nilson. (1998). Michael Foucault and games of truth. Basingstoke: Macmillan. <Back>

[6] There are multiple perspectives on social cohesion, and the following could be seen as influential academic conceptual developments:

• Social cohesion is a ongoing process that deals with bipolar dimensions of: belonging / isolation, inclusion / exclusion, participation / non-involvement, recognition / rejection, legitimacy / illegitimacy, equality / inequality, reciprocity, trust, hope and shared values (Paul Bernard, 1999; Caroline Beauvais and Jane Jenson, 2002; Sharon Jeannotte, 2000; Sharon Jeannotte, Dick Stanley, Ravi Pendakur, Bruce Jamieson, Maureen Williams, and Amanda Aizlewood, 2002; Jane Jenson, 1998 and 2002; Dick Stanley, 2002; Maureen Williams, 2001).
• Social cohesion is about wanting to take part (vs. dropping out / opting out); being allowed to take part (vs. discrimination); and being able to take part (vs. deprivation, enabling) (Talja Blockland, 2000. pp. 56-70, also see Selma Sevenhuijsen, 1998). <Back>

[7] Textual data taken from Shulamith Koenig's (Executive Director of PDHRE-People's Movement for Human Rights Education, formally known as People's Decade for Human Rights Education) pledge in Developing Sustainable Human Rights Cities: Knowing, Claiming and Securing Our Right to be Human (see http://www.pdhre.org/). I also had email and telephone discussions with her during 2001. <Back>

[8] Transcribed interview with Catherine Odora Hoppers, on 28 November 2001, at the Project Literacy/ National Department of Education/ USAID Conference on the role of adult education in sustainable development: 27-29 November 2001, Johannesburg, South Africa.

Biographical data of Prof. Catherine Odora Hoppers: She was educated in Uganda, Zambia and Sweden, and is a social scientist who received her PhD from Stockholm University. She joined the University of Pretoria in South Africa during June 2001, and has extensive experience in development policy, international and comparative education, gender, peace studies and indigenous knowledge systems. Prof. Odora Hoppers has served on international inter-agency commissions on education and is a consultant to UNESCO (Paris), and adviser to the UNESCO Institute for Education (Hamburg). She has also provided technical expertise to African ministers of education under the auspices of UNESCO (MINEDAF), and the Organisation of African Unity. She has taught in university programmes in Scandinavia and Southern Africa, and serves as a resource person to various universities and science councils in South Africa. <Back>

[9] Social Capital as introduced by James Coleman (1988) and taken further by Robert Putnam (1993, 1995, 2000) can be understood (in short) as social networks, informed by trust, which enable practices of reciprocity. I also identify the influence, confusion, and anomaly between social cohesion and social capital (e.g. international organistions as the World Bank use social capital in relation to investment, financial and economical advancement). Also see Murray Print and David Coleman (2003). <Back>

[10] UBUNTU is an African word, practice and philosophy that signify 'I am because you are', or 'a person is a person through other persons'. Ubuntu involves be-ing, experience, knowledge and truth in the plurality of its voices and presents it through the voice from within. It renders a human-ness, whole-ness and flow of be-ing and becoming. It is never fixed or rigidly closed; it allows others to be, to become. There is a dialogue of mutual exposure: "To be human is to affirm one's humanity by recognizing the humanity of others in its infinite variety of content and form." Ubuntu substitutes "I think, therefore I am", for, "I participate, therefore I am" (for example see Johann Broodryk, 2002 & Mogobe Ramose, 2002).

Although there appears no rule regarding the casing of the word, it appears as if more authors use the uppercase formatting for every letter of the word to let it stand out and to make a definite statement that it is a lifestyle, movement, practice, way of being ... and indigenous to the African Culture and to celebrate the African Renaissance. <Back>

[11] The 2^nd dialogue box contains empirical data provided by Brendan Hartop, Director: International Projects, UNESCO Centre, School of Education (University of Ulster, Northern Ireland), during a Friday lunch-time seminar series (28 June 2002). The 3^rd dialogue box contains empirical data provided by a male senior lecturer in the School of Education (University of Ulster, Northern Ireland), during a Friday lunch-time seminar series (17 May 2002). <Back>

[12] Structural Adjustment loans by the World Bank in Third World Countries were designed as supporting measures to remove excessive government controls, "getting factor and product prices to reflect scarcity values, and promoting market competition" (Todaro, 1994, p. 703). The loans were severely critiqued and caused widespread skepticism; for example, see Bobby Soobrayan (1994) and Catherine Odora Hoppers (1998). <Back>

[13] Empirical data taken from an anonymous respondent during an interview session (2001) (she has extensive international education experience in Europe with various international and bilateral organisations). <Back>

REFERENCES

Beauvais, Caroline, & Jane Jenson. (2002).

Social cohesion: Updating the state of the research. CPRN Discussion Paper No. F/22. Ottawa: Canadian Policy Research Network.

 

Barone, Tom. (2001).

Science, art, and the predispositions of educational researchers. Educational Researcher, 30(7), 24-28.

 

Bernard, Paul. (1999).

Social cohesion: A critique. Discussion Paper No. F-093. Ottawa: Canadian Policy Research Network.

 

Blockland, Talja. (2000).

Unraveling three of a kind: Cohesion, community and solidarity. The Netherlands' Journal of Social Sciences, 30(1), 56-70.

 

Broodryk, Johan. (2002).

UBUNTU: Life lessons from Africa. Pretoria, South Africa: Ubuntu School of Philosophy.

 

Coleman, James. (1988).

Social capital and the creation of human capital. American Journal of Sociology, 94, S95-S120.

 

Commeyras, Michelle. (1999, July 5-8).

About the Botswana gender data poems. The promise and perils of poetic representation of data. Commeyras, M. & Sullivan A., presenters. Paper delivered at the Rand Afrikaans Qualitative Research in Education Conference, Rand Afrikaans University, Johannesburg. *

 

Commeyras, Michelle & Anne McCrary Sullivan. (2000, July 24-26).

Arts-Based research makes possible culturally relevant qualitative research. Paper delivered at the Rand Afrikaans Qualitative Research in Education Conference, Rand Afrikaans University, Johannesburg, South Africa.

 

Cooper, Mary H., & Sue Burroughs-Lange. (1999).

The place of personal writing in a PhD thesis: Epistemological and methodological considerations. Qualitative Studies in Education, 12(4), 401-416.

 

de Beer, Marlene. (2002, September 19-21).

In search of a heart for the complicated beast and his feastings: Interventions by international organisations in developing social cohesion through education - using poetry in qualitative education research. Paper delivered at the 15th annual Conference on Women's Studies: Beyond Sex and Gender? Centre for Women's Studies, Queen's University, Belfast, Northern Ireland.

 

Denzin, Norman K., & Yvonne Lincoln (Eds.). (2000).

Handbook of qualitative research (2^nd ed.). London: Sage.

 

Eisner Elliot W. (1997).

The promise and peril of alternative forms of data representation. Educational Researcher, 26(6), 4-10.

 

Freire, Paulo. (1970/1994).

Pedagogy of the oppressed. New York: Continuum. (Translated from the original Portuguese manuscript published in 1968).

 

Garrison, Jim. (1998).

Foucault, Dewey, and self-creation. Educational Philosophy and Theory, 30(2), 111-134.

 

Guthrie, James W. (Ed.). (2003).

Encyclopedia of education. New York: Macmillan.

 

Harman, Willis W. (1996).

The shortcomings of Western science. Qualitative Inquiry, 2(1), 30-38.

 

Jeannotte, Sharon. (2000).

Tango romantica or liasons dangereuses? Cultural policies and social cohesion: Perspectives from Canadian research. Cultural Policy, 7(1), 97-113.

 

Jeannotte, Sharon, Dick Stanley, Ravi Pendakur, Bruce Jamieson, Maureen Williams, & Amanda Aizlewood. (2002).

Buying in or dropping out: The public policy implications of social cohesion research. SRA-631-e. Ottawa: Canadian Policy Research Network.

 

Jenson, Jane. (1998).

Mapping social cohesion: The state of Canadian research. Canadian Policy Research Networks Study No. F-03. Ottawa: Canadian Policy Research Network.

 

Jenson, Jane. (2002).

Identifying the Links: Social Cohesion and Culture in Making Connections: Culture and Social Cohesion in the New Millennium. Canadian Journal of Communications, 27(2, 3), http://www.cjc-online.ca/title.php3?page=5&journal_id=43

 

Lévi-Strauss, Claude. (1972).

The savage mind. London: Weidenfeld and Nicolson. (Translated from the original French manuscript published in 1962).

 

Norum, Karen E. (2000).

School patterns: A sextet. Qualitative Studies in Education, 13(3), 239-250.

 

Odora Hoppers, Catherine A. (1998).

Structural violence as a constraint to African policy formation in the 1990s: Repositioning education in international relations. Stockholm: Institute of International Education, University of Stockholm.

 

Odora Hoppers, Catherine A. (2001).

Poverty power and partnerships in educational development: A post-victimology perspective. Compare, 31(1), 21-38.

 

Patton, Michael Q. (2002a).

Qualitative research and evaluation methods (3^rd ed.). London: Sage Publications.

 

Patton, Michael Q. (2002b).

Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283.

 

Pinar, William. (1975).

Curriculum theorizing: The reconceptualists. Berkeley: McCutchan Publishing.

 

Print, Murray & David Coleman. (2003).

Towards understanding of social capital and citizenship education. Cambridge Journal of Education, 33(1), 123-149.

 

Putnam, Robert. (1993).

Making democracy work: Civic traditions of modern Italy. Princeton, NJ: Princeton University Press.

 

Putnam, Robert. (1995).

Bowling alone: America's declining social capital. Journal of Democracy, 6(1), 65-78.

 

Putnam, Robert. (2000).

Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.

 

Ramose, Mogobe B. (2002).

African philosophy through UBUNTU. Zimbabwe: Mond Books.

 

Richardson, Laurel. (1993).

Poetics, drama, and transgressive validity: The case of the skipped line. The Sociological Quarterly, 34(4), 695-710.

 

Saunders, Lesley. (2003).

On flying, writing poetry and doing educational research. British Educational Research Journal, 29(2), 175-187.

 

Sandelowski, Margarete. (1994).

The proof is in the pottery: Towards a poetic for qualitative inquiry. In Janice M. Morse (Ed.) Critical issues in qualitative research methods (pp. 46-63). London: Sage.

 

Sevenhuijsen, Selma. (1999).

Too good to be true? Feminist considerations about trust and social cohesion. Focaal, 34, 207-222.

 

Soobrayan, Bobby. (1994).

Banking on education: A critical assessment of World Bank's involvement in education in the South. Education Policy Unit Working Paper Number 5: June. Durban, South Africa: University of Natal.

 

Stanley, Dick. (2002).

What do we know about social cohesion: the research perspective of the federal government's social cohesion research network. SRA-658. Ottawa: Canadian Policy Research Network.

 

Stanley, Liz (Ed.). (1990).

Feminist praxis: Research, theory and epistemology in feminist sociology. London: Routledge.

 

Sullivan, Anne McCrary. (1999, July 5-8).

Poetry in educational research . The promise and perils of poetic representation of data. Commeyras, M. and Sullivan, A., presenters. Rand Afrikaans Qualitative Research in Education Conference. Rand Afrikaans University, Johannesburg, South Africa. *

 

Sullivan, Anne McCrary. (2000).

Notes from a marine biologist's daughter: on the art and science of attention. Harvard Educational Review, 70(2), 211-227.

 

Sullivan, Anne McCrary. (2002).

Personal correspondence.

 

Todaro, Michael P. (1994).

Economic development (5^th ed.). New York: Longman.

 

Williams, Maureen K. (2001).

Simpler than you think, more complex than you imagine: Progress in social cohesion research. SRA-624. Ottawa: Canadian Policy Research Network.

* Michelle Commeyras and Anne McCrary Sullivan did a joint presentation; though both had their own work and separate written materials to distribute. Commeyras focused more on practical examples, while Sullivan focused more on the theory and methodology. Their work is accredited and referenced accordingly.

Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.

Copyright © Academic Exchange - EXTRA
- Web Editor

------------------------------  Page Citation Reference: AE-Extra. Available Online. [URL: < >. Created: 20 January 2004. Updated: --. Accessed: ]