Abstract
Two curriculum professors team taught naturalistic inquiry in an education college where research is the domain of a “service” department. Within the seminar, participants were challenged and transformed. Within the college, pillars of traditional research cracked. Conflicting streams of criticism, support, and imposition emerged, as grievances were filed and emails were requisitioned. Legalized bullying abounded. However, students continued to request their classes, and traditional pillars continue to crack. This article explores core questions such as the following: Who has the right to teach research? What constitutes legitimate research? What roles do narrative and imposition play in knowing and being known? Using a performative format, with Lewis Carroll’s Alice’s Adventures in Wonderland & Through the Looking-Glass as literary and methodological tools, the authors attempt to include readers in their arduous and sometimes comical journeys through the academic adolescence of Wonderland and back again through the looking glass.
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