“If the academy is not the only site of knowledge making, then an opening up of the horizon of theorizing must begin with a recognition that academic knowledges might be enriched through creative conversations with knowledges that evolve in sites of struggle that seem distant to the academy, including knowledges that are ‘vernacularized’ or remarginalized through their contradictory instrumentalization and incorporation in globalized identities, discourses, and projects”
(Richa Nagar, Muddying the Waters, 2014, 13)











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