Abstract
In this paper I attempt to trace some entanglements of an event documented in my PhD
research, which contests dominant modes of enquiry. This research takes place with a
group of Grade 2 learners in a government school in Cape Town, South Africa. It is
experimental research which resists the human subject as the most important aspect of
research, the only one with agency or intentionality. In particular, the analysis focuses on
the process of the making of the circle, and how integral it is in contributing to building
the Community of Enquiry, the pedagogy of Philosophy with Children. A critical
posthuman analysis is offered which engages with the material-discursive entanglements
of the making of the circle. Also, how this making of a circle can be a democratising
practice, by including in the concept of democracy, the more-than-human. The analysis
also focuses on the placing of the chairs by the children, as a deliberate pedagogical
practice, and how this works to disrupt the adult /child binary. There is a move beyond
the linguistic turn by paying attention to not only the discursive in the transcriptions but
also the intra-actions in between human and more-than-human, the circle, the chairs and
the materiality of place.