This article reflects on a qualitative study of Black women principals who led schools through forced closures and the liberatory potential of what we term “Fugitive Methodology.” Instead of centering the original research study, we utilize it to reflect on the potential of Fugitive Methodology as a way of engaging in research with communities who have historically been harmed by traditional approaches. Through recorded conversations and collaborative reflections, we outline what fugitive methodology is and why it is important to the freedom project of Black educational excellence.
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