ABSTRACT
This chapter engages the relational means of knowing and becoming that are often aligned with current manifestations of relational materialism and posthumanism in order to better interrogate the governing effects of higher education generally and practices of inquiry more specifically. It offers a mapping of relational logic, radical materialism, and the implications of their development within governing traditions—a means of putting the philosophical orientations. The chapter uses the cartography to consider points of intervention that might interrupt normalizing processes within higher education. It offers a particular reading of governing, one that succeeds through turning humans, relations into calculations: a quantification of things that include affective states.
