Multiple ways of knowing*: Re-imagining disciplinary learning

In this chapter we explore what is required of us, as researchers and educators, to disentangle settled disciplinary knowledge and ways of knowing from colonial matrices of power, and to enable insurgent ways of learning, being, and acting in, with, andacross disciplines. We posit three sensibilities that are critical to liberatory forms of disciplinary learning animated by onto-epistemic heterogeneity: multiplicity, horizontality, and dialogicality. Grounded in extended examples, we define these sensibilities, illustrate how they shift both the content and the terms of disciplinary ways of knowing in literacy, science, and mathematics, and articulate key implications for the design of learning and the practice of teaching.