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The Douglas Fir Group (2016) argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives. New materialism foregrounds the material nature of humans, discourses, machines, other objects, other species, and the natural environment, as well as constant change, non-binary thinking, and the porosity of boundaries; it also asks for the posing of new problems and new concepts to ‘bring forth a world distinct from what we already are’ (Colebrook and Weinstein 2017: 4). Refusing the central binaries and hierarchies of Cartesian thinking, new materialism’s relational ontology stresses becoming; people, discourses, practices, and things are continually in relation and becoming different from what they were before. New materialist conceptions of knowledge/knowing and language/languaging are also relational, processual, and entangled. I review recent new materialist educational research and present two descriptions of events in my own research to show what pedagogical and research-oriented questions might be stimulated from this perspective.
