Speech-thinking and translation: cultivating liminal spaces of speech and reality in educational research

Abstract This article explores the practice of translation, in dialogue with Rosenstock-Huessy’s sociological philosophy. The intention is to reinvigorate his concept of ‘speech-thinking’ and shed light on the intricate relationship between language, thought, and reality. Through an exploration of translation’s position at the interface of cultural otherness, we argue that speech-thinking offers deep analytical insight into the inner workings of human existence. To support our argument, we delve into the speech of an immigrant subject within the dimensions of time and space, in Rosenstock-Huessy’s terminology. Applying his philosophy, we contend that understanding the other’s lived experiences requires a translational process. This process involves examining internalized differences and aspects of selfhood. Importantly, the process of speech-thinking not only requires a creative and translational space but also facilitates self-reflection and -articulation. This, in turn, prompts ethical and aesthetic discussion of pressing issues in educational research. Through the processes of speech-thinking and translation, we cultivate a liminal space that challenges conventional meanings and understandings. This space has the potential to open up new avenues for exploring diverse ways of knowing, feeling, and being, thereby enriching our understanding of human existence.