"Intimatescholarship" refers to qualitative methodologies, such as self-study and autoethnography, that directly engage the personalexperience, knowledge, and/or practices of the researcher(s) as the focus ofinquiry. While intimate scholarship offers entrypoints into non-binary thinkingby blurring the line between researcher/researched, much work in this genrecontinues to reinforce a humanist "I". In this volume, we ask what happens whenthe researcher in forms of intimate scholarship is decentered, or is consideredas merely one part of an entangled material-discursive formation.
Chapters in this volume highlight ways that researchersof teaching and teacher education can advance conversations in education while exploring theories with an ontological view of theworld as fundamentally multiple, dynamic, and fluid. Drawing on a range of methods, authors "put to work" posthuman, non-linear, and multiplistic theories and concepts todisrupt and decenter the "I" in intimate methodologies. Also featured in this volumeare conversations with leading posthuman scholars, whohighlight the possibilities and challenges of decentering the researcher inintimate scholarship as a practice of social justice research.
