The following poetic installation reflects on the artistic—scientistic divide that permeates how research practice is carried out and assessed even within the qualitative paradigm. Some poems question the art—science dichotomy and how it shapes truth-telling practices in both research and teaching. Other poems challenge the mind—body dichotomy. The poetic and prose-based installation is grounded in the researcher’s experience attempting to merge her artist—researcher—teacher (a/r/t) identities. The author employs a fragmented prose or montage style along with the poetry in an effort to mirror the (re)assembling of her a/r/t identities.
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