ABSTRACT
This book explores a potential ‘break’ or palpable ‘turn’ in emerging arenas of educational research. We refer to these arenas as sociomaterial. Constituting this sociomaterial turn, a particular set of boundaries has been opened for debate, research and conceptual development. Boundaries that were at one time invisible, imperceptible and assumed by educators have come more clearly into view through changes in research practices associated with sociomaterialism. Our view is that the contemporary state of these arenas, taken together, says something important about the nature of these boundaries, and that engagement with them has reached a critical mass.
