Travel(ing) tales of inclusion: speculative practices for thinking-with

Methodologically, the field of disability studies-informed inclusive education has largely stayed the course of humanist, interpretivist research. This places responsibility for inclusive enactments within the bodies of teachers. Yet, methodologies informed by posthumanisms have been critiqued for inadequate attention to the workings of power in the production of knowledge, and for their reliance on Western intellectual traditions. In this paper, we plug in the work of postcolonial feminist scholar Trinh T. Minh-Ha with more-than-human philosophies to conjure new imaginings of teaching for inclusion. Using travel and displacement as a mode of thinking-with, we write collaboratively with Temieka, an inclusive educator. Delivering a speculative rendition of her experiences via a magical realist tale, we identify three themes in our research practice – immersion and situated knowledges, attunement to (in)tensions (middleness) and dualities, and learning to speak nearby. We argue for inclusive education research as a relational field that invites world-travelling.