ABSTRACT
Educational ethnography has always had an interest in the spaces, artefacts and bodies of educational processes. The ‘material turn’, however, effected a substantial shift in how materialities are now being approached. Analyses informed by new materialist process ontologies do so by questioning the boundaries and the resulting entities and dualisms that have long been taken for granted. In this chapter, our intention is to sensitise the readers to what a materialist troubling of boundaries, entities and classical dualisms means for innovation and novelty in ethnographic research. We answer the question of ‘What’s new?!’ by outlining core concepts of new materialisms and their implications for educational ethnography. To illustrate our arguments, we use the example of equestrianism, including seemingly bounded individual entities (humans, horses, riding gear, etc.) and the many entities they could and do become in multifold ethnographies. We conclude for the field of education that new materialist ethnographies enable us to understand learning as multifold, multicausal and situational processes.
