ABSTRACT
This chapter theorizes issues of reading across differences in educational research by looking at a very specific example of making connections across differences of history, geography, languages, disciplines, identity positions, and theoretical investments. Author's case study is critique of 'endarkened feminist epistemology', a critique that was noteworthy for its respectful and generous reading of a position quite different from the critic's own. The chapter explores the implications of such critique for qualitative research by drawing on idea of 'reparative critique'. It begins to hear otherwise in reading of Hill-Collins include call to a methodology of 'getting lost'. The getting lost as a way to move out of commanding, controlling, mastery discourses and into a knowledge that recognizes the inevitable blind spots of our knowing. The chapter explores what is beginning to take shape in the displacements that abound across a broad array of trends and movements in the field of feminist methodology.
