This paper draws attention to the politics of knowledge. My strategy for enacting the politicization of knowledge is through an experimental form of research reporting. Couching the provocational format within post-structural theories of meaning making and subjectivity, I present an interview, taken from a data set of research on mathematical identities, with my analysis of that interview. Multilayered with the student's own narrative of classroom experiences and affiliations, with learning and teaching, and with theory and method, the design gives structure and form to a constantly changing mathematical identification. The split text design represents an effort to capture the dynamic between gendered subjectivity and schooling, to conduct research in a more interactive way, and to be accountable to students' struggles to identify with mathematics.