ABSTRACT

This chapter presents a critical reflection on how knowledge creation developed in four contexts: literature reviews, indigenous communities in Canada, war-torn Palestine, and working with refugee populations. It explains to lift the veil of science by describing our work that addresses the sociopolitical construction of knowledge in research processes of critical pedagogies. The chapter presents case study, which describes the struggles of creating, co-creating, and disseminating unbiased knowledges under Israeli occupation to global audiences. Shelley and Ilhams research project investigated the development of teacher knowledge about teaching English in Palestinian schools. The chapter considers critical choices that researchers sometimes consider when deciding whether or not to engage in research. In 1948, when Israel was established, a whole population that had defined itself as Palestinian was uprooted from their homeland. The commonalities across the cases are clear about engaging in criticality throughout the decision-making processes in the respective research projects.