To open up possibilities in inquiry, the authors write in a manner that extends a lens of postcolonial m/Othering through poetic autoethnography. They draw on the conceptualization of rememory to work with/through memories of their own as mothers for the sake of daughters. Building on poetics of remembering, the authors braid their experiences from Kenya and the Philippines, within remnants of colonialism and its tentacles, inviting the reader on a telling-sharing dialogic-rhythmic-groove that is personal and political and haunting at the same time. The possibilities for transdisciplinary methodologies unfold in the telling-sharing and point to the in-between curiosities of knowing and unknowing. This collaborative and creative (re)membering is an invitation to rememory, to rework the past-present-future, a chance at world-making.

Digital storytelling as part of study creates an opening for reworking ideas. It marks an instance of recognition to access alternative ways of knowing, thinking, and doing. Guided by radical black studies and decolonizing methodologies, the authors draw on insights from digital storytelling to extend current understandings of educational research, theory, and practice. The connections across five digital stories are highlighted through a retrospective analysis of educational journeys to and beyond doctoral study. The digital stories are presented in a series of plateaus to (1) challenge the constraints of academic writing and (2) signal methodological openings in collective restorying. To that end, the authors unravel processes of becoming, trouble the pedagogical encounters in their work, and push for otherwise possibilities to make room for the not-yet.I am embracing the work of challenging existing narratives of marginalized communities.-OlgaMy time teaching … was a lesson in understanding how my struggle is bound up with young people and their struggle for a dignified life and education.-CeeAs I dug deeper into the memories and still images of my childhood and neighborhood … a digital story provided the layers and texture that a written assignment might not.-AlishaDigital storytelling has been a useful tool for expanding pedagogical possibilities with media technology at different levels. It has been valuable to educators and researchers interested in examining the link between cognition and modality. For us, it has been constructive to draw on digital storytelling as part of our study, a kind of intellectual practice that involves revisiting and reworking ideas to create openings in our academic labor. The mode of activity occurred in relation to the university of which we are members but also extended beyond the confines of the university, to refuse the normalized ways it regulates and suppresses study. Digital storytelling from this view marked an instance of recognition to access alternative ways of knowing, thinking, and doing.

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For us, “writing off the beaten track” has been propelled by collaborative study of ontoepistemological contributions that break the constraints of western knowledge-making. Black studies and women of color feminisms prompt us to pause long enough to breathe … to interrogate the ellipsis … to sit in the space between words or the dangling punctuation. What’s there (or not there) creatively points to ideas, questions, and methods that subvert the primacy of the western colonial imagination. Our collective writing has often come to us by being worked and reworked, fused and refused in an iterative process, this time with fahima ife’s Maroon Choreography. From homonyms to a wordplay on tracks/tracts, we discuss a writing praxis that has been contoured by radical study and scholarship “actively straying from” disciplined/disciplining conventions. There is always more to knowing and articulating subjects, contexts, and the pursuit of justice.