In this article, the authors explore and contribute to producing a performative research paradigm where post-qualitative as well as artistic research might dwell and breathe. Entering a thread of discussion that started with Haseman’s A manifesto for performative research in 2006, and building on their own friction-led research processes at the edges of qualitative research, the authors plug in with performativity, non-representational theories and methodologies, post-qualitative inquiry and post approaches. A performative paradigm for post-qualitative inquiry is proposed, where knowledge is viewed as knowledge-in-becoming as the constant creation of difference through researcher entanglement with the research phenomenon and wider world. A performative paradigm produces a space for movement, (artistic) freedom, (post-qualitative) experimentation and inclusion. A performative research paradigm also offers provocations that shake long-established notions about what research is and should be. Within a performative research paradigm, learning/be(com)ing/knowing is always in-becoming – as is the performative paradigm itself.

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In this article, researchers from the perspectives of post-humanism and new materialism investigate the methodological possibilities and challenges offered by multisensory interviews with Norwegian Art and Crafts teachers regarding their practice theories connected to woodwork with primary school children. Author 1 has visited eight different schools, conducting multisensory interviews with eight different teachers in their different woodworking spaces. The authors, in active dialogue with post-humanism and new materialism, articulate how the "bodyminded" researcher, woodworking spaces, the children's wooden artefacts-in-process and the structures making up practice architectures for woodwork in Norwegian primary schools have real, meaning-producing agency for the teachers' practice theories about their teaching knowledge during the multisensory interviews. Finally, the article serves as a critique of the dominant form of mainly verbal interviews in educational research and instead feeds into an embodied, new-materialistic and ecological view on learning, meaning-making, communication and researcher-understanding.

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