In this article, the author considers his ongoing experience as a PhD student to argue for the significance of "trajectory" toward doctoral and early career research. He suggests that his background in special education shapes his methodology (critical disability studies), his research-creation praxis, and his approach to theory. He exemplifies this through two research-creation projects: Neuroqueer(ing) Noise, which was an in-school project in an early childhood classroom, and Oblique Curiosities, which is an ongoing composition project. The author then offers four propositions for doctoral students interested in drawing from "post philosophies." This article is of relevance to postgraduate students interested in post philosophies, research-creation, or arts-based early childhood educational research.
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