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An oxymoron is a self-contradicting or incongruous word or group of words as in Lord Byron's (1788-1824) line from his satirical epic poem Don Juan; "melancholy merriment", An oxymoron is a rhetorical and epigrammatic device for effect, often revealing paradox. The effect I aim for here is the actualization of affect; affect made relevant and useful for education as a public good. Oxymoron"ing" as an immediate edging of knowledge into experience, hence a way to access a proto subjective level of the affective power of X. The prefix proto indicating the first, original or earliest. I ask how we can become materially identifiable subjects for one another and what would it take to move from a mechanistic approach to education to a more machinic one. It is a view of change that does not steal my powers or affective force away. Furthermore, are the abstractions one attempts to move from imitation to imagination abstract enough? I aim for expansions in our educational rationales for social and natural sustainability. It implies an educational philosophy of multiplicity ready to support and join a creative pluralism of organization and pedagogies and simultaneously counteract predetermined and controlling pluralism of organization and pedagogies. The overarching contribution of this poem is political, pragmatic and ethical and concerns the constitution of subjectivity for education in inter- and intra-generational perspectives through taking part in polysemantic ambiguity, envisioning a modest view to the child as a knowledgeable and connectable collective. Ultimately, a view of the child is our primary measurement indicator for educational quality. The competence most important to develop for educators is impression tenderness in order to meet the expressions of the child.

In this article, I re-think official educational organization toward friction-zones. Thinking with a swimming event in physical education, and Deleuze's notion of pure difference and its accompanying characteristics, non-linearity, decentralization, pluralistic knowledge, virtual and actual multiplicities, nomadic waiting, and open ends, I outline conditions for official educational organization in the encounter between divergent knowledges. The aim is to bring teachers and students closer to each other and paradoxically let up-coming concepts, meanings, and ideas act instead of silence everything that is not in line with predefined educational goals. It is to create common histories of learning and knowledge productions, and hence to produce common grounds in/by motion. Ultimately, it is about inclusive processes in/by motion. And, it is also a call for us all to pay attention and resist unintentional productions of exclusion, and thus all colonizing processes that includes superior knowledge.

Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, engineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.

Digitalization of our educational systems is moving faster and deeper into our institutions. I applaud it because it has the potential to save time and effort, allowing me to spend more time on the most important part of my work as a scholar. But I am regularly sick to my stomach about what I applaud, because there is no potential and any news or justice in it unless I conquer it. Moreover, unless I do--conquer that is, it works as much against (non)knowledges as the opposite, and this is speeding up. Hence, I speculate with the concepts of speed and force. I ask, how is it possible to add or speed up and strengthen digital diversity for justice to highlight the entangled contours of knowledges, inequality, equality and quality in education? My gut feeling tells me that my subjective professionalism is under siege and that I need to take back the concept of objectivity to survive. It is paradoxically slow but fast, paradoxically objective but subjective, strong but weak. It implies a liberating loss of control to importance. Education becoming "eventicized," professionals and teachers becoming transdisciplinary "dataphilosophers."

This article seeks to theorize the teacher role--read also scientist and researcher--as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes "eventicized" and teachers become "data philosophers" through writing. The enigmatic and strength of the teacher is equally distance and/as presence. I place myself in the world as if that is the meaning of life itself and drift (fr. dérive) along with data, and every step I take remains in my body as a map in which I am the scale, with consistencies and smells, tastes, colors, and noises, and the patterns that are formed gradually embrace more and more of the globe, almost in intimate ways. It is a constant reassessment or assessment as learning process, self-assessment as system-assessment. I present a pluralistic approach to research and practices of criticism and value assessment based on systems and structures in our economies and thinking--a treating of problems as scientific epistemological thinking possibilities: a research on transcorporeal collectivities and molecular inter-intra factuality, rather than autonomous selves and identity constructions. It is a slow and other science and research engaged in deliberations about and with hybrid natures and inter-intragenerational sensations: body as profession and transindividual vulnerability. Slowly I inhabit the earth through writing fractured stories, slowly becoming all.

We are seven experienced academics and researchers from the high north. All within the field of education. We represent different disciplines, countries, and cultures. What we have in common is a wish to cross borders, collaborate, and learn: make space for storied experiences. Our stories are open ended—we start and end in complexities, and embedded in some sort of post- or trans- perspective be it modernisms, -structuralisms, -humanisms, -colonialisms, -feminisms... No conclusions or commonalities are necessary. Rather, we want to draw attention to the metatextualities and freedoms of our storying and the inseparability of opposites. We are learning academics beginning where we are. We are learning academics wanting lives of becoming rather than copying or reinforcing what is already there. [ABSTRACT FROM AUTHOR]

This article challenge research political assumptions of research interests as context specific phenomena predefined by researchers and others in case study research on sports. By adopting a Deleuzian perspective of materiality, the aim is to overturn academic power dimensions as well as anthropocentric focuses and instead explore how research interests emerge in case-assemblages. This is a radical shift that re-theorizes the production of research interests as co-produced capacities in researching bodies. The analysis is done by mapping territorializing, deterritorializing, and reterritorializing affects as well as molar and molecular affects. We use these affects to explore how our research interest evolved in a case study on a swimming event. We conclude by extending this critical exploration to the production of research interests in general and the exaggerated belief that research interests are attributes of specific human bodies (researchers) that precede studies. [ABSTRACT FROM AUTHOR]