ABSTRACT
This chapter advocates for opening spaces for transgressive research in the academy. It begins by discussing "different" ways of being an academic researcher, questioning knowledge formation that is narrowly based in established and scientistic ways of knowing. In upholding the benefits of transformative learning and research, across varied communities of learning in higher education, the core premise is to challenge traditional paradigms for research in a troubled and globalized world. The general approach is to generate stories that count for something, "telling tales"; to capture these through relevant methods and analyse them in systematic ways. The chapter considers criteria that can be employed to judge the quality of auto/biographic and narrative research, to assess the depth of the work. It argues for the research methodologies that provide space for more "telling" stories to be told. The chapter ends by suggesting that people need a different discourse for evaluating auto/biographic and narrative research, and offers alternative criteria.
