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In this essay, I envision new and urgent ways to approach the issue of Islamophobia by engaging in “theoretical questioning” (Kuntz, 2015) of well-worn notions of diversity, inclusion, and justice in educational research. Building on two previous studies based in Jordan and the U.S. involving refugee education, family and community engagement, I critically reflect on ways to transform narrative methodology and rethink Islamophobia beyond the interpersonal and the static. In this way, I propose that we engage in this radical truth-telling, or “parrhesia” (Foucault, 2011), as a way to – quoting the AESA Call for Proposals -- “create and employ a different grammar of critique, transformation, and possibility.”