This book joins a developing tradition of practice-based conceptions of learning, but with a special interest in foregrounding the materiality of educational processes. It challenges educational views that are preoccupied with developing a particular kind of human subject, and argues that relations among materials including texts and technologies, embodiment, tools and natural forces - are key to understanding how learning and knowing emerge in collective activity.

To critically examine materiality, the chapter authors draw from orientations associated with actor-network theory, but...