To open up possibilities in inquiry, the authors write in a manner that extends a lens of postcolonial m/Othering through poetic autoethnography. They draw on the conceptualization of rememory to work with/through memories of their own as mothers for the sake of daughters. Building on poetics of remembering, the authors braid their experiences from Kenya and the Philippines, within remnants of colonialism and its tentacles, inviting the reader on a telling-sharing dialogic-rhythmic-groove that is personal and political and haunting at the same time. The possibilities for transdisciplinary methodologies unfold in the telling-sharing and point to the in-between curiosities of knowing and unknowing. This collaborative and creative (re)membering is an invitation to rememory, to rework the past-present-future, a chance at world-making.
Balaton-ChrimesS. (2014). Statelessness, identity cards and citizenship as status in the case of the Nubians of Kenya. Citizenship Studies, 18(1), 15–28.
2.
Balaton-ChrimesS. (2016). The Nubians of Kenya: Citizenship in the gaps and margins. In HunterE. (Ed.), Citizenship, belonging, and political community in Africa: Dialogue between past and present (pp. 149–178). Ohio University Press.
3.
BaldozR. (2011). The third Asiatic invasion: Empire and Migration in Filipino America, 1898–1946. New York University Press.
4.
Bohulano MabalonD. (2013). Little Manila is in the heart: The making of the Filipina/o American community in Stockton, California. Duke University Press.
5.
CarterC. (forthcoming). Education assemblage: Facilitating state turnaround plans for school districts in the era of standardization and accountability [Doctoral dissertation]. University of Massachusetts Amherst.
6.
CoatesT. (2015). Between the world and me. Penguin Random House.
7.
ConstantinoR. (1970). The mis-education of Filipino. Journal of Contemporary Asia, 1(1), 20–36.
8.
DavisA. M. (2007). S.I.P. (school induced psychosis): Poem for my daughter. Qualitative Inquiry, 13(7), 919–924.
9.
DenzinN. K.LincolnY. S. (2005). Introduction: The discipline and practice of qualitative research. In DenzinN. K.LincolnY. S. (Eds.), The Sage handbook of qualitative research (pp. 1–32). SAGE.
10.
DillardC. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leardership. The International Journal of Qualitative Studies in Education, 13, 661–681.
11.
DillardC. (2008). Learning to (re)member the things we’ve learned to forget: Endarkened feminisms, spirituality, and the sacred nature of research and teaching. Peter Lang.
12.
DillardC. (2021, July12). When we (re)member, “everything is possible”: Black women teachers and the spirit of our work [Wallace Foundation distinguished lecture]. American Educational Research Association Annual Meeting [virtual].
13.
DiversiM.MoreiraC. (2018). Betweener autoethnographies: A path towards social justice. Routledge.
14.
FaulknerS. L. (2009). Research/poetry: Exploring poet’s conceptualizations of craft, practice, and good and effective poetry. Educational Insights, 13(3), 1–23.
15.
FaulknerS. L. (2018). Crank up the feminism: Poetic inquiry as feminist methodology. Humanities, 7(3), 85.
16.
FinleyS. (2008). Arts-based research. In KnowlesJ. G.ColeA. (Eds.), Handbook of the arts in qualitative research (pp. 71–82). SAGE.
17.
FurmanR. (2003). Poetry therapy and existential practice. The Arts in Psychotherapy, 30(4), 195–200.
18.
GlissantE. (1997). Poetics of relation (WingB, Trans.). University of Michigan Press.
19.
GordonA. (2008). Ghostly matters: Haunting and the sociological imagination. University of Minnesota Press.
20.
HanauerD. (2003). Multicultural moments in poetry: The importance of the unique. The Canadian Modern Language Review, 60(1), 69–87.
21.
HarneyS.MotenF. (2013). The undercommons: Fugitive planning & Black study. Minor Compositions.
22.
HartnettS. J. (2003). Incarceration nation: Investigative prison poems of hope and terror. Altamira Press.
23.
JocsonK. M. (2008). Kuwento as multicultural pedagogy in high school Ethnic Studies. Pedagogies: An International Journal, 3(4), 241–253.
24.
MadisonD. S. (1999). Performing theory/embodied writing. Text and Performance Quarterly, 19(2), 107–124.
25.
MadisonD. S. (2005). Critical ethnography: Method, ethics, and performance. SAGE.
26.
MadisonD. S. (2008). Narrative poetics and performative interventions. In DenzinN. K.LincolnY. S.SmithL. T. (Eds.), Handbook of critical and indigenous methodologies (pp. 391–406). SAGE.
27.
McKittrickK. (2021). Dear science and other stories. Duke University Press.
28.
MohammedA. F. (2019). Migration identity and land rights: A case study of the Nubians in Kibra Nairobi Kenya [Doctoral dissertation]. University of Ghana. UGSpace Home ugspace.ug.edu.gh/handle/123456789/35761
29.
ObamaB. (2010). Of thee I sing: Love letter to my daughters. Random House.
30.
PrendergastM. (2009). “Poem is what?”: Poetic inquiry in qualitative social science research. International Review of Qualitative Research, 1(4), 541–568.
31.
PatelL. (2016). Decolonizing educational research: From to ownership to answerability. Routledge.
32.
RheeJ. (2021). Decolonial feminist research: Haunting, rememory and mothers. Routledge.
33.
SharmaN. (2015). Strategic anti-essentialism: Decolonizing decolonization. In McKittrickK. (Ed.), Sylvia Wynter: On being human as praxis (pp. 164–182). Duke University Press.
34.
Sintos ColomaR. (2013). Empire: An analytical category for educational research. Educational Theory, 63(6), 639–658.
35.
WalcottR. (2020). Diaspora, transnationalism, and the decolonial project. In KingT. L.NavarroJ.SmithA. (Eds.), Otherwise world: Against settler colonialism and anti-Blackness (pp. 343–361). Duke University Press.
36.
Williams-WitherspoonK. (2017). Performance poetry: An autoethnography and engagement as social activist theater. Consciousness, Literature and the Arts, 18(1), 1–21.
37.
WrightH. (2003). An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research. International Journal of Qualitative Studies in Education, 16(2), 197–214.
