<br>This chapter aims to advance <i>transgressive decolonial hermeneutics </i>(TDH) as a theoretical method in activist education research. Broadly speaking, TDH works at the intersections of decolonial, hermeneutic, and collective action theory. It surfaces from the critical ethnographic study I conducted in Honduras where I engaged in participant observation for 18 months in the university student movement. Although hermeneutics did not strictly form part of my research, the “multi-voiced interpretative praxis” (Fúnez-Flores, 2020, p. 154) inspired by Lincoln and Cannella (2009) and Santos’s (2018) interpretation of social movements as sites of knowledge production encouraged me to consider the ethico-political implications of interpretation. TDH thus evolved into a transgressive mode of interpretation entangled with social struggles.
|Title of host publication||Toward a transgressive decolonial hermeneutics in activist education research|
|State||Published - May 1 2021|