Compulsory state-sanctioned schooling continues to be constructed as the “great equalizer,” and accordingly education research as a benevolent contributor to this material and ideological project of education. Following a Fanonian-Wynterian theoretical approach and cosmogonical-constellatory citation politics, I narrowed over 2,500 educational studies and reviewed approximately 150 articles and chapters that questioned the ways of knowing, being, and valuing which have naturalized these assumptions. Consequently, I theorize the cosmogony and development of the overrepresented genre-specific figure of educational researcher emerging from Man2-as-human, who has come to control the ways of knowing “education” and being an “educational researcher”: Man2-as-educational researcher. I examine how overlapping and interconnected African/Black, Asian, Latinx, Pacific Islander and Indigenous communities have engaged in modes of resistance, survivance, fugitivity/marronage, refusal and abolition to challenge this regime, and enact and imagine genres of being an educational researcher outside of the dominant order of Man2-as-educational researcher. In turn, I consider how these communities have affirmed, honored, fostered, sustained and revitalized ways of gathering, interpreting, and sharing educational knowledge for collective liberation, which have centered the wretched of the research and gaze from below. In so doing, I conceptualize and call forth the need to move toward what I am referring to as the 36^th chamber of education research.

强制性的国家认可的学校教育继续被构造为“最大的均衡器”，因此，教育研究是这一物质和思想教育项目的有益贡献。遵循Fanonian-Wynterian理论方法和宇宙论星座引文政治法，我缩小了2500项教育研究的范围，并审查了大约150篇文章和章节，这些文章和章节质疑了认识，存在和评估的方式，这些知识和习俗使这些假设自然化。因此，我理论化了从以人为主体的人中脱颖而出的，过分代表特定类型的教育研究人员的宇宙学和发展，该人已经控制了了解“教育”并成为“教育研究者”的方式：教育研究员。我研究了非洲/黑人，亚洲，拉丁裔，太平洋岛民和土著社区参与了抵抗，生存，逃逸/婚姻，拒绝和废除等形式，以挑战这一政权，并制定并设想了成为教育研究者的类型，超出了Man2作为教育研究者的主导地位。反过来，我考虑这些社区如何确认，尊重，促进，持续和振兴收集，解释和共享教育知识以实现集体解放的方式，这些方式使研究和注视的痛苦从下面开始集中。在此过程中，我将概念化并提出了朝着我所指的36 并设想并设想成为教育研究者的类型，而不是Man2作为教育研究者的主导顺序。反过来，我考虑这些社区如何确认，尊重，促进，持续和振兴收集，解释和共享教育知识以实现集体解放的方式，这些方式使研究和注视的痛苦从下面开始集中。在此过程中，我将概念化并提出了朝着我所指的36 并设想并设想成为教育研究者的类型，而不是Man2作为教育研究者的主导顺序。反过来，我考虑这些社区如何确认，尊重，促进，持续和振兴收集，解释和共享教育知识以实现集体解放的方式，这些方式使研究和注视的痛苦从下面开始集中。在此过程中，我将概念化并提出了朝着我所指的36 从下面看，这使研究工作陷入了困境，并注视着他们。在此过程中，我将概念化并提出了朝着我所指的36 从下面看，这使研究工作陷入了困境，并注视着他们。在此过程中，我将概念化并提出了朝着我所指的36^第教育研究室。