Abstract
This article addresses how researchers have drawn from qualitative methods when engaging with/in liminal populations, with a focus on historically marginalized populations and their rhetorical and material (dis)placement. As scholars housed within distinct domains of educational scholarship, we embrace this opportunity to “think-with-theory” and collaborate across methodological and theoretical differences. Ecologies of liminal (in)humanisms are discussed across analytic snapshots of seemingly incommensurate empirical research traversing analytic domains: state, institutions, and practices. We consider a liminality of (in)human politics, one that unravels the entanglement of what data, research/er, and method(ology) are in our contemporary context.
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