Abstract
In this article, I trace the ways in which my doctoral thesis methodology became a “pedagogy of vulnerability.” Using two “stop moments,” I describe the emergent “openings” that not only helped shape and shift the direction of my research, but also allowed me to be shaped by it. In being willing to labor, risk, and learn in and through the methodological choices made and especially with/in/from the borderlands, I demonstrate how one might think, work through, and play with the many possibilities that could interrupt the normative ways of “doing” research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
