Editorial

This issue of Reconceptualizing Educational Research Methodology gathers together an exciting collection of papers that seek to make contributions to the field of educational enquiry by taking the reader on unexpected journeys that are intentionally provoking. Traversing multiple continents and geopolitical contexts together these papers offer a series of unlikely entry points, as well as myriad opportunities to pause and consider what approaching research differently can potentiate in the pursuit of more critical scholarship and deeper connections to life on/with this troubled planet. In various ways the authors in this issue of the journal work with methodological innovation as the means to activate ethics, ideologies and philosophical ways of knowing and acting upon the world – that are sensed, that reverberate, and that also hold the potential to disorientate – with generative consequences. Or as McKittrick (2020, 16) stresses, there is a burning imperative for researchers ‘to read outside ourselves, not for ourselves but to actively unknow ourselves, to unhinge, and come to know each other’.