2026/05/29 by Wellington Sousa
paper · doi:10.1177/07417136261443240
published in Adult Education Quarterly 76(3), 191-210 (SAGE Publications)
crossref issued 2026/05/29 · crossref published 2026/05/29 · crossref published-online 2026/05/29 · crossref created 2026/05/29 · crossref published-print 2026/08/01 · crossref deposited 2026/08/06 · crossref indexed 2026/08/06
This article offers a post-structural perspective on the formation of community-based research (CBR) facilitators, critiquing the dominant humanist tradition that neglects the power dynamics shaping everyday life and the invited spaces where facilitators are produced. Working within/against narrative inquiry, it examines the lived experience of a queer CBR facilitator from Southeast Asia to show how subjectivities are constituted within power/knowledge relations. The analysis highlights tensions between subjection and subversion, as facilitators act simultaneously as targets and vehicles of power within informal pedagogical processes that extend beyond invited spaces. Introducing the concept of the pedagogy of the subject , the study advances a framework for understanding facilitation as an embodied, discursively constituted practice, while challenging the university-centric focus that continues to dominate CBR literature and practice.