Sadie Stories

Autor/in	Weems, Mary E.
Titel	Sadie Stories
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 2, S.169-172 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2011.649699
Schlagwörter	African Americans; Social Sciences; Empathy; Intellectual Development; Imagination; Homeless People; Poetry; Research Methodology; Inquiry; African American Family; Phenomenology; Qualitative Research + Suchen Sie Ihr Suchwort? Afroamerikaner; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Empathie; Mental development; Geistige Entwicklung; Homeless person; Homeless persons; Obdachloser; Lyrik; Poesie; Research method; Forschungsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung
Abstract	In their seminal work "Poetic Inquiry: Vibrant Voices in the Social Sciences," Prendergast et al. (2009). point out that: "[t]he need for a plurality of methods that can be applied to individual research projects on the human condition has never had a stronger calling than it does now ... [p]oetic methods are qualitative and call for self-conscious participation ... with life as lived, up close and personal ..." (xi). As a language artist-scholar and imagination-intellect theorist working in interpretive methods around issues of race, class, and gender and how they affect the social foundations of American society, here I use poetic inquiry to explore the importance of empathy in imagination-intellectual development. "Sadie Stories draws upon informal conversations with an African-American mother and young African-American homeless women, to empathize with homelessness from a daughter's perspective. This work is written as if Sadie has stopped on the street to speak to an audience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10