Creating spaces: testimonio, impossible knowledge, and academe

dc.contributor.authorHaig-Brown, Celia
dc.date.accessioned2019-03-19T13:37:06Z
dc.date.available2019-03-19T13:37:06Z
dc.date.issued2003
dc.descriptionPostprint upload.en_US
dc.description.abstractThis article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places.en
dc.identifier.citationInternational Journal of Qualitative Studies in Education, 16(3) (2003): 415-433.en
dc.identifier.issn0951-8398
dc.identifier.urihttp://hdl.handle.net/10315/35993
dc.identifier.urihttps://doi.org/10.1080/0951839032000086763en_US
dc.language.isoenen
dc.publisherInternational Journal of Qualitative Studies in Educationen
dc.rights.articlehttps://www.tandfonline.com/doi/abs/10.1080/0951839032000086763en_US
dc.rights.journalhttps://www.tandfonline.com/loi/tqse20en_US
dc.titleCreating spaces: testimonio, impossible knowledge, and academeen_US
dc.typeWorking Paperen

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