You can't write in clouds - An affective entry point to participation in primary school

This research addresses the exclusion of some primary school pupils by exploring participation through embodied knowledge and affect. Grounded in posthumanist and new materialist theories, it examines participation as preconscious experiences shaped by intra-active spaces and sociomaterial relations. Over ten years, the study followed 100 pupils using creative sensory ethnography, analysing gestures, facial expressions, and vocal tones recorded in diaries, interviews, videos, photos, notes, and creative work. Tracking how opportunities shift in peer interactions, development discussions, and routine moments, the thesis presents new ways to observe and structure classroom life, including the KESY – Conversation with symbols method.