Spatio-temporal-affective interventions. Methodological reflections on working with 'posthuman psycho-geography' when stuying student life of the reformed school

Posthuman research on education involves sensitivity to consider and take into account what participates in knowledge-making practices instead of primarily “who”. The answer to what matters, that is, the agencies at stake in the processes of learning, living, researching, is opened up to include non-human agencies of various kind. Many scholars have effectuated this broadening of agencies, leading to both rich analyses and discussions on educational issues. Theoretical and conceptual refinements.