ABSTRACT
This chapter extends the literature on dialogic learning with posthuman theorising with the aim of better understanding how children enter into dialogue and develop their relations with the living world. A posthuman view regards dialogue as a relational entanglement across human and nonhuman worlds. We hold that such theoretical advancement has important implications for educational theory and practice, specifically in times of environmental crisis. To illuminate a posthuman view of dialogic learning and its methodological implications, the chapter draws on an inquiry into young children’s dialogic encounters with their local environment through a novel mobile augmented story-crafting method.
