This article is the unanticipated product of a doctoral student’s first research endeavor, originally designed to investigate the impact of a change in one school district’s arts education policy. What began as a qualitative pilot study, grounded in stakeholder interviews, became a jarring disruption of the researcher’s assumptions about the implications of institutional review board (IRB)–approved, social-justice-oriented research. This project reveals concerns about the assumed beneficence of educational research. The poem’s full “text” includes giving it actual voice through performance. This vox autobiographia poetic inquiry addresses areas of serious ethical concern for graduate students training to become professional researchers and their academic mentors.

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