Abstract
How are ways of knowing legitimized and delegitimized in higher education? Dyslexic ways of knowing stem from the process of being institutionally disciplined out of certain ways of knowing and the social interaction that accompany this process. A dyslexic methodology resembles some core characteristics of collage and performative writing: collage with its multiple meanings and non-linear structure and performative writing with its focus on the body and creative use of symbols. Informed by dyslexic ways of knowing, a dyslexic methodology resembles collage and performative writing and works to destabilize normative knowledge production in higher education.
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