Critical arts‐based research in education: Performing undocumented historias

The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative arts‐based performance text: Undocumented Historias. The article reflects on how critical arts‐based research in education can function as a means to legitimise, empower and promote the voices of the educationally and socially marginalised; evoking an experiential and sensual means of feeling and knowing by which researcher and researched may co‐recover, interrogate and enrich an anti‐colonialist critique of the dominant social order.