ABSTRACT
This chapter highlights continuing conceptual lacunas and troubles taken-for-granted assumptions regarding what is meant by learning, knowing, and knowledge-making. Challenging naturalized north-centric hegemonies, this chapter presents a new global-centric theoretical perspective of relevance to Social Sciences (including the Educational Sciences) and Humanities. It furthermore troubles points of departure in research methodologies, including what is meant by data. Arguing from trans-methods multiversal – rather than universal – stances, it highlights the need for non-programmatic methodologies that privilege the mobile gaze of the re-searching subject (i.e., the scholar conducting research), including his/her/their gaze on the foci of their re-searching object (i.e., on the what, where, when, on whom, and why of research). Drawing on a Second Wave of Southern Perspectives (SWaSP) framing, this chapter illustrates how learning, knowing, and knowledge-making in domains related to languaging (i.e., communication broadly), diversity (i.e., identity positionalities), and culture within the Learning and Educational Sciences is entangled with a scholars’ (re)noticings in the re-searching enterprise.
