Haig-Brown, Celia2019-03-192019-03-192003International Journal of Qualitative Studies in Education, 16(3) (2003): 415-433.0951-8398http://hdl.handle.net/10315/35993https://doi.org/10.1080/0951839032000086763Postprint upload.This 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.enWorking Paperhttps://www.tandfonline.com/loi/tqse20https://www.tandfonline.com/doi/abs/10.1080/0951839032000086763