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Author: Jordan Corson

Abstract

This chapter explores a tension in research between a move toward making new ways of knowing and being legible in educational research and the simultaneous practices of governance that accompany this visibility. Taking up reflections from a larger ethnographic project, I outline refusal, incompleteness, and speculation as three strategies in research and everyday life that resist governance while pushing for a decolonial form of legibility. In doing so, the chapter argues for a more intentional use of decolonization in research methodologies as a way for researchers to resist the manners in which the research process and the use of research can further exclusion and dominance.

In: (Re)Mapping Migration and Education