ABSTRACT
This chapter reflects conceptually on how education—conceived of as an occurrence in a liminal space between one’s world and one’s imagination—is inhibited by an array of violences. A practice of imagining relational ontologies is proposed as a means of “seeing” violence differently. In turn, it is argued that such a differently imagined (non)violence, informed by a relational ontological imagination, might also reciprocate and shape the pedagogical task towards that of cultivating a hospitable and generative space for education so that a rearrangement of all related worlds may occur. Subsequently, moving on from the conceptual work, a spatiotemporal autoethnographic reflection practices and illustrates both processes: processing events by imagining (non)violence differently through a relational ontology and thereby pedagogically cultivating a more hospitable space for education. The conceptual and spatiotemporal reflections are then briefly brought together to mutually inform one another.
