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Linnea Bodén, Hillevi Lenz Taguchi, Emilie Moberg, and Carol A. Taylor

Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be narrowed down to three key principles: the principle of general symmetry; the principle of material semiotics; and the principle of method. The enactment of relational materialism depends on how these principles come to work in the engagement with central educational problems, such as subjectivity, performativity and practice. Relational materialism takes the starting-point in the problems and concerns of human and material actors or agents, for whom the research can make a difference. While doing so, it acknowledges the methodological difficulties and possibilities when carefully attending simultaneously to discourse, materialities and their relations. Striving towards a methodological sensibility, the enactment of relational materialism in education research entails the emergence and creation of more and multiple methods to know the multiple realities of education. This also makes it possible for relational materialist research to become productive of new and additional educational realities that can, perhaps, make an affirmative difference to the actors or agents concerned.