Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry

PITHOUSE-MORGAN, KATHLEEN; Phoung Le, Nguyen

Abstract

This think piece contributes to qualitative inquiry and higher education by introducing collaborative feedback poetry as a theoretically and pedagogically grounded approach to literature reviewing. Co-authored by an education professor and a graduate student, the paper explores how composing poetry in response to academic texts—specifically poetic inquiries by professors and graduate students—enriched their learning and fostered mutual understanding, intercultural exchange, and creative academic engagement. By shifting from summary and critique to affective, polyvocal engagement, this approach extends comprehension and connection with complex personal and social issues such as identity, exclusion, and belonging. The authors position collaborative feedback poetry as a developmental and educational tool that promotes epistemological diversity and subjective knowing as vital to vigorous qualitative research. Their conclusions suggest that integrating poetry can reshape how literature is read, interpreted, and taught—inviting researchers, educators, and students to experience emotionally resonant, polyvocal, and imaginative academic knowledge and practices.

Citation

PITHOUSE-MORGAN, K., & Phoung Le, N. (in press). Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry. Qualitative Inquiry,

• Journal Article Type: Article
• Acceptance Date: May 19, 2025
• Deposit Date: May 22, 2025
• Publicly Available Date: May 23, 2025
• Print ISSN: 1077-8004
• Electronic ISSN: 1552-7565
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Keywords: literature review, poetic inquiry, poetic knowing, higher education, collaborative feedback poetry
• Public URL: https://nottingham-repository.worktribe.com/output/49281639
• Publisher URL: https://journals.sagepub.com/home/qix