UBC Theses and Dissertations
Poetic inquiry : a responsive methodology in research and education Shidmehr, Nilofar
My PhD dissertation explores a qualitative methodology of inquiry in the humanities, social sciences, and education called poetic inquiry. The exploration takes place in three movements. The first movement inquires into poetry, as a distinct form of expression from prose, that is concentrated, performative, and affective, resulting from a unique creative process in which the poet responds to her past experiences attentively. This process is promoted by the poet becoming a self-for-an-other whom she presents in her poetry. Here, responsiveness is the lyrical dimension of living that the poet brings to her writing to inspire it. The second movement is a collection of my poetry written in Canada, responsive to the question of my identity as an Iranian-born woman living in diaspora. The poetry is followed by an example of poetic inquiry that emerges out of an intuition of the pathos of belonging/non-belonging and unhomeliness of the world experienced by immigrants. Finally, the third movement includes both an examination of poetic inquiry as a minor form of research distinct from prose-based methodologies and its application to the discourse of the politics of recognition which informs major researches on immigrants’ identities and their recognition in multicultural societies such as Canada. In poetic inquiry, the researcher not only employs a conventional research methodology but, as a poet, also responds ethically to her research in the same way a chorus in Greek drama responds to the dramatic narrative enacted on the stage. This responsiveness is an invocation that makes discursive inquiry act in ways different from its orderly operations so as to transform itself into poetic inquiry. Poetic inquiry includes both customary research and responsiveness as the lyrical dimension of inquiry. I advocate for re-inclusion of the lyrical in the realm of knowledge as research and education. By adding lyrical sensibilities into education, we can restore coherence, enactive complexity, and intensity to educational practices and renders them into educational poetics as termed by Gitlin and Peck. To theorize poetic inquiry, I borrow concepts from philosophers, poetry scholars, literary theorists, and poets such as Deleuze and Guattari, Levinas, Zwicky, Bakhtin, Bachelard, Auden, and Leggo.
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Attribution-NonCommercial-NoDerivs 2.5 Canada