As Springgay and Irwin (2005) argue, renderings in research “are theoretical spaces through which to explore artistic ways of knowing and being in research” (p. 899). They link the rendering—“to give, to present, to perform, to become” (p. 899)—with the concept more than any prescriptive or formulaic methodology; this is a move away from standardization and “criterion-based model[s]”, towards engagements with data that “interweave threads of theory, practice, and poesis” (p. 903).