Good research poetry evokes what may be learned from a study to audiences. Ethical review boards and approval committees, however, see the preservation of anonymity as a key concern. When poetic forms convey individual portraits of research participants, how might researchers craft a believable yet credible portrait instead of one where the person is recognizable to some audiences? The researcher, then, makes deliberate and intentional decisions regarding representation of research. No matter how “good” the poetry might be, the researcher’s presented work is the connection between audience (the public domain) and their research contribution (the public issue).
Earl RinehartK. (2017). Judging what they do: Formal, informal, and self appraisal of New Zealand (rural) primary school principals (Unpublished doctoral thesis). The University of Waikato, Hamilton, New Zealand.
2.
FaulknerS. L. (2009). Poetry as method. Walnut Creek, CA: Left Coast Press.
3.
GlesneC. (1997). That rare feeling: Re-presenting research through poetic transcription. Qualitative Inquiry, 3, 202-221.
4.
GrinyerA. (2009). The anonymity of research participants: Assumptions, ethics and practicalities. Pan-Pacific Management Review, 12(1), 49-58.
5.
GronnP.LaceyK. (2004). Positioning oneself for leadership: Feelings of vulnerability among aspirant school principals. School Leadership & Management, 24, 405-424.
6.
HillD. A. (2005). The poetry in portraiture: Seeing subjects, hearing voices, and feeling contexts. Qualitative Inquiry, 11, 95-105.
7.
KaiserK. (2009). Protecting respondent confidentiality in qualitative research. Qualitative Health Research, 19, 1632-1641.
RichardsonL. (1992). The consequences of poetic representation. In EllisC.FlahertyM. G. (Eds.), Investigating subjectivity: Research on lived experience (pp. 125-137). Newbury Park, CA: SAGE.
10.
RichardsonL. (1993). Poetics, dramatics, and transgressive validity: The case of the skipped line. Sociological Quarterly, 34, 695-710.
11.
RinehartR. E. (2010). Poetic sensibilities, humanities, and wonder: Toward an e/affective sociology of sport. Quest, 62, 184-201.
12.
SikesP. (2006). On dodgy ground? Problematics and ethics in educational research. International Journal of Research & Method in Education, 29, 105-117.
13.
SkovholtT.Trotter-MathisonM. (2011). Counseling and Psychotherapy: Investigating Practice From Scientific, Historical, and Cultural Perspectives. The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals (2nd ed.). New York, NY: Routledge.
14.
Soutar-HynesM. L. (2016). Joys and dilemmas. In GalvinK. T.PrendergastM. (Eds.), Poetic inquiry II—Seeing, caring, understanding (pp. 71-79). Rotterdam, The Netherlands: Sense Publishing.
