ABSTRACT
This chapter explains future mutabilities to discuss the ways in which the more-than-human world plays an important role in invisible education. It begins by exploring everyday engagement in landscapes amongst marginalised young people and then discusses how animals play their part in invisible education, for young people, very old people living with dementia and postverbal people. The chapter explores invisible education in nature amongst those widely considered to be ‘uneducated’. Higgins and Madden stress that working with indigenous ways of knowing can help educators recognise ‘the ways in which land is alive, agentic, and relating through a plurality of “voices”’. Posthumanism also challenges a hierarchical view of the world where humans are placed at the top and everything else exists to be at human disposal. Everyday invisible education incorporates the machine in multiple ways. In fact, machines are so closely woven into the world that they no longer register.
