ABSTRACT
In this chapter, and guided by many conversations with Sara Stanley, Karin and Judy adopt Baradian methodologies of spatial and temporal diffraction. They partly follow the human in their analyses and they pay attention to ‘nothing’ and traces of erasure in a grade 2 South African ‘classroom’. Disrupting western metaphysics of presence, they dig and dive for treasure with Barad’s concept of the void and playthink with the concept ‘secret’. Through a Deleuzian rhizomatic logic of experience, Karin and Judy deterritorialise ‘secret’ and speculate how the concept can do de/colonising work by drawing on the natural sciences. They wonder about two images and what is not ‘here’, kept secret, not visible to the (human) eye or audible to the (human) ear, and draw some implications for de/colonising teaching and educational research.
