Creating spaces: testimonio, impossible knowledge, and academe

dc.contributor.author	Haig-Brown, Celia
dc.date.accessioned	2019-03-19T13:37:06Z
dc.date.available	2019-03-19T13:37:06Z
dc.date.issued	2003
dc.description	Postprint upload.	en_US
dc.description.abstract	This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places.	en
dc.identifier.citation	International Journal of Qualitative Studies in Education, 16(3) (2003): 415-433.	en
dc.identifier.issn	0951-8398
dc.identifier.uri	http://hdl.handle.net/10315/35993
dc.identifier.uri	https://doi.org/10.1080/0951839032000086763	en_US
dc.language.iso	en	en
dc.publisher	International Journal of Qualitative Studies in Education	en
dc.rights.article	https://www.tandfonline.com/doi/abs/10.1080/0951839032000086763	en_US
dc.rights.journal	https://www.tandfonline.com/loi/tqse20	en_US
dc.title	Creating spaces: testimonio, impossible knowledge, and academe	en_US
dc.type	Working Paper	en

Files

Now showing 1 - 1 of 1

Now showing 1 - 1 of 1