The Generativity of Deviant Collaboration

• In Event: Critical Posthuman and Postfoundational Methodological Configurations

Abstract

This theoretical inquiry examines collaboration as a transformative praxis of educational inquiry, arguing that it offers a generative alternative to dominant epistemic assumptions within traditional research paradigms. Building from Katherine McKittrick’s (2021) reading of Sylvia Wynter’s critique of autopoiesis, we understand the prevailing logic of education research as recursive—reproducing the dualisms, exclusions, and exceptionalisms that structure Western knowledge production. In response, our objective is to theorize collaboration as a mode of thinking and being that breaches this logic and opens new pathways for educational theorizing. We draw from concepts that span the arts and the sciences.

Authors

• Asilia K. Franklin-Phipps, SUNY - College at New Paltz

• Tristan G. Gleason, California State Polytechnic University - Humboldt