Drawing from a practice-based research study in Swedish secondary schools, the aim of this paper is to explore how facts and values are made and unmade as separate and entangled phenomena in sexuality education. In this exploration, we work with a posthumanist approach – agential realism – and more specifically the concept of agential cuts. The empirical material draws from two moments in the teaching of sexuality education, one concerning nakedness and one concerning gender diversity. The analysis puts forward how the lesson topics in relation to school subjects and exercises become significant actors in how facts and values are enacted in the teaching. This implies that facts and values are enacted together-apart within a relational set of interdependency and hence are always present although temporarily more forcefully and ephemeral. To conclude, we discuss the complexities of how facts and values are part of enacting the everchanging knowledge area of sexuality education and urge for acknowledgement of this matter.

This paper introduces the concept of ‘affirmative iterations’ as an approach that integrates the realms of educational practices and participatory research. Drawing inspiration from action research’s iterative nature, researcher-practitioners engage in a series of cyclical-sequential interventions (Casey & Coghlan, 2021) that are both educational and research-based. Additionally, we draw on affect theory’s affirmative stance in performing critique (Staunes 2016). Each educational iteration (i.e. lesson/workshop/seminar) is critically engaged with in an affirmative way, through acritical and careful sensibility (Gunnarsson 2018; 2022), building on what works andhow the situated practice can be developed (cf. Wessels 2022). In this way, affirmative iterations offer a productive framework for planning and executing educational practices through an organic evolution while simultaneously researching these practices.This paper explores how affirmative iterations can deepen our understanding of the participatory aspects in three distinct educational practices. The first case study delves into the planning and execution of a series of playful art education ‘walk-shops’. In the second case, ‘dendro educational seminars’ are organized, exploring how craft teachers can develop their approach to wood as a material. The third example highlights a collaborative teaching unit in creative dance in physical education teacher education (Engdahl et al. 2022).These examples demonstrate how each workshop, seminar, or lesson in the series naturally evolves from its predecessor. Researcher-educators collaborate closely with participants, fostering a shared sense of agency and collaboration. This approach aligns with the principles of co-creation and participatory research, enabling practitioners to adapt and innovate in response to the specific needs of the community or participants.

Undervisning om forskningsmetoder fokuseraridag på en traderad uppsättning metoder förinsamlande av empiriska material. Dessa tartill alltför liten grad hänsyn till aspekter som ärcentrala för de estetiska ämnenas komplexitet.Hur kan man exempelvis beforska handensarbete, taktilitet, lyssnande, musikalitet,kroppslighet, inkännande, intuitivitet, materialitet,känslor eller estetiska uttryck? När lärarstudenterinom estetiska ämnen ska genomföra studiersaknar de ofta kunskap om visuella och andrasensoriska och materiella metoder. Det finnsvisserligen forskningsinriktningar som beaktarestetiska kunskapstraditioner, såsom artsbased research, visuell etnografi respektive a/r/tography med mera, men dessa lever en relativt undanskymd tillvaro sett till den mer vanligtförekommande litteraturen om forskningsmetoderoch vetenskapsteori.I detta rundabordssamtal vill vi dela erfarenheterkring vilken estetisk infärgning som finnsi undervisning om forskningsmetod ochvetenskapsteori. Tillsammans vill vi formuleraframtida visioner om en stärkt och breddad metodpalett för de estetiska ämnena.

How can humans transcend their human perceptions and explore more-than-human experiences in arts education events? This question was explored in an iterative process of playful arts-based workshops rooted in posthumanism. Two workshops were organized as ‘walk-shops’ in the local environment and involved various approaches to engage with more-than-human experiences. Each walk-shop evolved from an affirmative response to a previous workshop experience. The paper discusses how these playful continuations can fuel radical imagination and transformation. We argue that workshops can develop iteratively when one actively pays attention to the situated possibilities within the context of the arts education event.

Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance.