Abstract
In this article, I trace the ways in which my doctoral thesis methodology became a “pedagogy of vulnerability.” Using two “stop moments,” I describe the emergent “openings” that not only helped shape and shift the direction of my research, but also allowed me to be shaped by it. In being willing to labor, risk, and learn in and through the methodological choices made and especially with/in/from the borderlands, I demonstrate how one might think, work through, and play with the many possibilities that could interrupt the normative ways of “doing” research.
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