Abstract:
‘Role model Indigenous students …’ The words rolled off her tongue. The teacher then looked at me, gave an uncomfortable laugh, and said she shouldn’t have said it. Since this exchange in 2010, many of my efforts as a race critical education researcher have focused on considering and responding to my ‘methodological responsibilities’. One that is White. Male. Able bodied. These and other identity markers that situate my lived experience as close to the axis of power. Who am I to represent and claim to know something about the lived experiences of others? When I listen to voices such as Linda Tuhiwai Smith (2012), I am reminded of the harm and violence that has emanated from researchers coming from locations such as myself. And while I may try to focus much of my thinking-writing on the experiences and practices of teachers and policy makers that are much like me, the Other is always present. For this paper, firstly, I will critically reflect on what data - such as the comment above from the teacher - might want from me (Koro-Ljungberg, 2016). Secondly, attention will shift to the consider the ‘concepts and conceptual practices’ (St Pierre, 2016) of posthuman race critical education research. The presentation will be a creative experiment in the post-qualitative present, a co-constructing moment of understanding, and resisting the urge to conclude, sum up, and provide a neat answer.