Abstract
In this article, we undertake a methodological and creative exploration of poetic representation in children’s geographies. Drawing on qualitative approaches to poetry as a method, we consider how poetic techniques have the potential to bring us into children’s experiences in different ways and inspire more playful engagement with our research data more broadly. We present an illustrated series of research poems derived from our project on children’s perspectives on nature and adventurous nature play in New Zealand. We invite readers and viewers to engage with these works and consider what disrupting traditional prose representations of research can add to critical children’s geographies and beyond.
Highlights
Geographical research with children is replete with a particular suite of representational issues, largely centred on reconciling the tension between recognizing children’s agency and adult researcher interpretations of data (Barker and Weller 2003; James 2010; Holloway 2014; Mason and Watson 2014; Ergler 2017)
We discuss the elements of our research process the led us to adopt a poetic approach and present an illustrated series of research poems derived from our project on children’s perspectives on nature and adventurous nature play in New Zealand
We invite readers and viewers to engage with these works and consider what disrupting traditional prose representations of research can add to critical children’s geographies and beyond
Summary
Geographical research with children is replete with a particular suite of representational issues, largely centred on reconciling the tension between recognizing children’s agency and adult researcher interpretations of data (Barker and Weller 2003; James 2010; Holloway 2014; Mason and Watson 2014; Ergler 2017).
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