ABSTRACT
This chapter discusses the choice of diffraction as a methodology for the study that is contextualized through discussions on philosophy of education methodologies, and the methodologies of other posthuman educational research. It examines the data that is used in conjunction with the theoretical discussion, namely memory stories and posthuman educational examples. Originally, diffraction was developed to analyze texts and has mainly been used among posthuman feminist and new materialist scholars. However, diffraction is not the only posthuman feminist methodology. Diffraction is developed as a posthuman philosophical methodology in contrast to, for instance, reflexivity. The research process involves a wide range of intra-acting relata and agency. To conclude, in order to keep clear sight on the new without repeating the existing ideas, it is a good idea to be attentive to contrasting diffractive patterns and explore what happens when the ideas meet.
