Attuning to Crisscross Applesauce as Affective Flow and Material Agency in a Public K-5 Classroom: Studying School-Based Mindfulness Under Sociomaterial Circumstances

Abstract

In this article, the authors illustrate efforts toward adopting methods germane to the emerging field of sociomaterial studies while examining the integration of schoolwide mindfulness practices. Informed by a posthumanist perspective, sociomaterial studies in education work to reveal the ways in which the bodily and other material aspects of educational practice are entangled with the social contexts of schooling. Significance of this discussion includes the ways in which aspects of the study’s methodology shift conventional humanist models for researching educational meanings held by students, teachers, and researchers, to include a perspective that promotes a focus on the social- with-material dimensions of data, analysis and their multisensory productions.