The use of blind-portrait: an opportunity to de-essentialise intercultural, educational research

In this article, I discuss my use of blind-portrait in which participants draw an image about ‘who I am’ in a particular context with their eyes closed. Blind-portrait, as an arts method, could provide a political and ethical tool to redefine the knowability of intercultural, educational research. It moves beyond and besides the traditionally-privileged, central medium of language, challenges the quest for certainty, and disrupts the traditional power hierarchy between the researcher and participants. Blind-portrait could contribute to challenging epistemic injustices and to de-essentialising what counts as knowledge and how knowledge is created in intercultural, educational research.