A vehicle careening off the road, a drunk student breaking and entering an apartment, a burning trash can. The stories of these events were shared in succession during a focus group exploring the notion of belongingness in higher education. These disruptions produce simultaneous moments of recognition and misrecognition and suggest different entry points for exploring belonging in college. Specifically, this article explores disruption through these three encounters and their telling as well as the process and ethics of transcribing and (re)presenting these moments. Through exploring the notion of disruption in multiple contexts, this article argues that as higher education researchers continue to explore the environments that allow diverse groups of students to thrive in higher education, a dynamic and relational conception of belonging is needed. A starting point for this reconceptualization is to reconsider our roles as researchers as co-implicated in the contexts and subjects of higher education.
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