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dc.contributor.authorHaig-Brown, Celia
dc.date.accessioned2019-03-19T13:37:06Z
dc.date.available2019-03-19T13:37:06Z
dc.date.issued2003
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.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.language.isoenen
dc.publisherInternational Journal of Qualitative Studies in Educationen
dc.titleCreating spaces: testimonio, impossible knowledge, and academeen_US
dc.typeWorking Paperen
dc.rights.journalhttps://www.tandfonline.com/loi/tqse20en_US
dc.rights.articlehttps://www.tandfonline.com/doi/abs/10.1080/0951839032000086763en_US


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    Collection consists of research, scholarship and publications by faculty and graduate students affiliated with the Faculty of Education.

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