ABSTRACT
Humanist/ising practices continue to pervade much of our Western educational scenarios. Through these practices, an ideal of human is formed and subsequently expected. This chapter discusses the materialisation of affective refusals, silences and willfulness as a troubling of these norms. The data refer to a larger research project being conducted in the city of Seville, Spain. From the data gathered in the project, we have chosen a vignette named 'My mom teaches us about Paradise’. We read it as we 'think-with-theory' in order to re-turn and think diffractively with it. This re/reading helped us question much of what is taken for granted in our pedagogical practices and routines. For this reason, we found the need to (re)think children’s/Muslims’ identity as more-than-(human)-identity. Moreover, we discuss how (re)thinking these multiple identities and recognising the force of a posthuman child open spaces for decolonising education. The undoing of binaries and categories enables us to reflect on the ways in which belonging and becoming come to be a collective/more-than-human assemblage in the classroom.
