ABSTRACT
The radical shifts occurring across the social sciences make this an exciting time for educational research. New material feminisms, post-humanism, actor network theory, complexity theory, science and technology studies, material culture studies and Deleuzian philosophy name just some of the main strands that call us to reappraise what counts as knowledge and to re-examine the purpose of education. Together these strands shift the focus away from individualised acts of cognition and encourage us to view education in terms of change, flows, mobilities, multiplicities, assemblages, materialities and processes.
