ABSTRACT
This chapter focuses on lies with the aspect of relationality in educational relationality. The main thought it puts that educational relationality is not a theory of educational subjects, but strives to develop ideas about relationality. Through the development of important co-concepts, a shift from relation to relationality will be carried out. The diffractive analysis results in three co-concepts that constitute what is intended by the theory of educational relationality. The three concepts are impermanence, uniqueness-as-relationality, and proximity. Considering impermanence in educational relationality is not the process of a human subject becoming-posthuman, but the ongoing becoming of a world, in which the human is an entangled part. For educational relationality, the co-concept of uniqueness-as-relationality is introduced, which means acknowledging and making use of the insights of post-anthropocentrism and intra-relationality. In short, proximity involves the sensation of being close in relationality with an emphasis on ethics and materiality.
