New Materialism Matters: Digitalisierung, Bildungspolitik und Potenziale einer relationalen Erziehungswissenschaft

This article explores how theoretical impulses from New Materialism challenge and enrich educational theory, especially within the context of digital transformation. Moving beyond a human-centered focus, it asks how digital technologies – such as interfaces, data architectures, and devices – can be understood as non-human actors with agency. Drawing on perspectives from Material Feminism and agentic realism, the article critically examines dominant narratives around technology, subjectivity, and pedagogical action. Using examples from policy documents and digital practices, we highlight how New Materialism repositions education as a relational and intra-active process. Ultimately, the article argues for a reorientation of educational theory toward entangled responsibilities and non-anthropocentric frameworks.