PITHOUSE-MORGAN, K.; NAICKER, I.; CHIKOKO, V.; PILLAY, D.; MOROJELE, P.; HLAO, T. Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry. Perspectives in Education, [S. l.], v. 32, n. 4, p. 149–170, 2014. DOI: 10.38140/pie.v32i4.1890. Disponível em: https://journals.ufs.ac.za/index.php/pie/article/view/1890. Acesso em: 19 apr. 2024.