Underpinned by Le Guin’s (2019) conceptualisation of bag ladies along with feminist materialism and posthumanist ways of thinking and doing, the authors examine the ways in which their bag lady storytelling became entwined with an online reading and ultimately kinship.

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Engaging with Posthuman theories this article puts to work concepts of affect, bodies, and voice to reimagine an ordinary classroom event of making cards for families and carers. The article will outline how Human Capital Theory and neoliberal logic can reveal how specific ways of demonstrating learning are privileged in practice. To challenge the dominant discourse, and the binary of ready/not ready, this article makes a call for an intra-active posthuman pedagogy, so that time in space can be slowed down to follow the agentic rustles of material voices and bodies to (re)imagine school readiness.