Using a data fragment from drama-anchored mishritata (mixedness) research with Queer Desis/South Asian young adults, I mobilize Desi ontoepistemologies to offer unbelonging to enrich empirical understandings of what it means to advance fuller participation for those who are multiply minoritized. I conclude with implications for placemaking in education and beyond. (50 words)
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Dirk J. Rodricks (2024) studied this question.
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