ABSTRACT
In this chapter, the author argues that doing justice to age-less animistic thinking has unsettling implications for post-qualitative research, not only in education and the critical post-humanities but across disciplines in higher education as well. The theories engaged with in this book make particular kinds of agency visible and open up exciting possibilities for reworking research practices in doing greater justice to the complexity and the tiniest details and textures of the world the people find themselves in. First, the people trouble the concept of a family as tree-like, and second, they teach them what a rhizome looks like through their own drawings and why it is important to disrupt prioritising humans over animals and objects. Diffracting through a drawing activity like the one described earlier makes the reader aware of who and what the people tend to include in their family tree and how they have tidied up the world conceptually in the name of science.
