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The chapter explores how arts-based practices informed by posthuman feminism can contribute to expanding ways of learning and knowing about sustainability. Posthuman feminism relocates agency from the human subject to heterogenous assemblages of humans and nonhumans and anchors subjectivity to the body and materiality. From a pedagogical perspective, this means subverting the traditional approaches rooted in the reproduction of a given area of knowledge and taking all materialities, including the body, into account in the learning process as a way of becoming with the world. The authors set up a workshop in which they mobilise creative dance in order to explore different approaches to urban water, in particular flooding, with students of industrial engineering. The students explore the materialities involved in urban flooding through corporeal interactions and creative tasks. They physically experience becoming bodies of water, encountering and intra-acting with “hard”, protective infrastructures as well as more sustainable solutions under the new paradigm “more room for water”. Through these bodily practices, the students multiply the ways of experiencing connectedness with urban water beyond control and mastery as part of a watery subjectivity. The experiment and methodology also contribute to the conversation on post-qualitative research in the framework of a posthumanist epistemology of practice.

Welfare technologies (WT) for older people is a rapidly expanding sector that offers a way to tackle the challenge of an aging population. Despite their promise in terms of advances in care services and financial savings, their use is still limited. Their design and implementation remain problematic, as they require changes in working practices through coordination among a multiplicity of actors. In order to address these challenges, the need for change is often expressed in terms of a lack of working methods appropriate to their scope. This has led to a proliferation of different toolkits, guidelines, models, etc.; however, these methods often imply a linear understanding of an implementation project and thus fail to take into consideration the emergent and situated character of the processes that lead up to the adoption of welfare. The aim of this article is to propose an alternative means of providing support for the introduction of these technologies by initiating a process for organizational change. The term "change" is understood here as something that is produced by practitioners-in collaboration with researchers-and not brought by researchers to practitioners. To this end, using the tradition of intervention research as inspiration, a learning process at the crossroads of different practices and objects was initiated. The center of attention of this article' is the sociomaterial process by which different communities of practitioners interact on the co-creation of a checklist. This is a new working method in which the focus is not the artifact in itself but how it emerges through successive interactions and iterations among different objects, practitioners and researchers, resulting in a joint sociomaterial process that reconfigures power relations and the work objective associated with WT. In other words, a new working method artifact is developed in a process in which practitioners, researchers and contextual objects interact and become one with each another.

Purpose The purpose of this paper is to explore how posthumanism can contribute towards reframing responsible management education (RME) after the pandemic. Ethics has been a growing concern in management education for some time now, but the need to acknowledge the limitations and side effects of the global economy and the interdependences between biological and societal systems has come to the forefront in dramatic fashion during the pandemic. Design/methodology/approach Posthumanism proposes moving beyond traditional dichotomies such as nature-culture and social-material to introduce a relational epistemology in which attention is focused on local sociomaterial entanglements. This also introduces a new moral posture that is not based on formal principles but on a strong commitment to assembling the world and a capacity to cultivate response-abilities. As far as responsible management is concerned, it means moving the focus from managers to managing practices. Findings The contribution casts an original and critical eye on the reframing of RME and encourages a movement towards a "decolonisation" of educational methodologies. Posthumanist research acknowledges that pedagogical practices are the loci power relations and inclusion or exclusion come into play and are inscribed in the materiality of education, in the sense of objects as well as human bodies. Then, by applying on the author's experience as teacher, the paper provides inputs for developing a posthumanist research agenda for RME after the pandemic. Originality/value The contribution uses posthuman lens to explore RME and develops an original research agenda starting from the author's teaching practices.

By applying a posthuman perspective to the analysis of care for older people (COP), we analyse the agential cuts (together/apart) enacted by humans (mainly caregivers and older people) and more-than-humans (a camera intra-acting with other objects) whose agential entanglement configures and reconfigures the political economy of the caring apparatus. Our study identifies 'targeting', 'monitoring', and 'aligning' as interrelated caring practices, thus contributing to advance a posthuman understanding of welfare technology, and advancing a critical use of the possibilities enacted by technologies.