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Disputing Authorship: Reinscriptions of Collective Modes of Knowledge Production
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Disputing Authorship: Reinscriptions of Collective Modes of Knowledge Production
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Journal Article
Disputing Authorship: Reinscriptions of Collective Modes of Knowledge Production
2025
Overview
This article proposes a conversation on the limits and possibilities of collectivizing the way in which we generate and inscribe knowledge within the terms of a political economy of knowledge production and circulation regulated by hierarchies of academic and non-academic classifications, as well as those that demarcate centres and peripheries domestically and internationally through racial–gendered distributions of authority. To this end, it explores a series of collective projects elaborated within the GlobalGRACE network in Brazil (Global Gender and Cultures of Equality), which experiment with residency methodologies designed to create the necessary infrastructure for a redistribution of power, knowledge, and authority in investigations on racial–gendered violence in the peripheries of Rio de Janeiro. As collaborators in this research–action project initiated in 2018 with the Observatory of Favelas of Rio de Janeiro, here, we mobilize two of these collective projects as case studies—the dance residency of Cia Passinho Carioca and the Free School of Arts ELÃ residency—so as to reflect on our ways of knowing and experiencing racial–gendered inequalities in context. In this way, it becomes possible to propose not only questions around the production, erasure, and appropriation of knowledge but also possibilities for the broad-based circulation of dissident knowledge practices and the subsequent displacement of established authorities in the field, notably by means of a disobjectification of subjects of knowledge and exercises in authoring in the first-person plural. This entry point into the conversation on who has the power to know and control the meanings of intersectional inequalities enables a focus on practice, pedagogy, and methods to unpack the ethical and epistemological questions at hand. By centring the problem of authorship, we argue that feminist and decolonial approaches to knowing, teaching, and learning need to effectuate redistributions of power and the construction of politico-epistemic infrastructure if we have any chance of cultivating the conditions needed for liberatory knowledge practices.
