The philosopher of science Isabelle Stengers (2000; 2018) is critical of the scientific generalizations that propositions knowledge is transferable from one practice or situation to another. This presentation will promote prACTvisim as a research educational participatory methodology that complement and strengthen the pARTicipating methods elaborated by Ivinson and Renold (2016) and Renold and Ivinson (2019). The presentation asks for a methodology that problematize how knowledge is a more-than-research produced endeavo as it operates in the relation between research and society; a gap in which preschool children can also engage in producing societal knowledge.The presentation will draw from Isabelle Stengers (2023) theoretical framework and conceptualization of an Ecology of practices that marks the relational heterogeneity in which we come to make things intelligible to each other and outlines what we know or come to know are established in a diversity of cultural, methodological, material and social practices. This is a conceptual paper that develop three mobile methodological positionings of the methodology of PrACTivisms:  practicing an ecology of practices, activating a direct democracy, and emerging situation ethics and values. The presentation aims to problematise knowledge production as merely an academic researcher endeavour by investigating how research can invite preschool aged children to activate knowledge in-situ. We have endorsed a research methodology that amplifies the practicing of encounters as a production of knowledge. In this sense we the methodology of prACTivisms invites children into an ecology of practices where hesitation can produce new modes of knowledge that resonate with speculation and a continuous flowing change of situations. This might loosen the academic grip of an objective and general expert knowledge production (Stengers, 2023). Thus, prACTivisms infuse a more-than-early childhood educational-practice and a more-than-academic-research-practice where various practices can speculate on (its owns) aspirations, directions, and purposes through embedded and embodied encounters. prACTivisms infuse a more-than-early childhood educational-practice and a more-than-academic-research-practice where various practices can speculate on (its owns) aspirations, directions, and purposes through embedded and embodied encounters. We argue that Research prACTivisms may produce and activate marginalized actors and knowledge in order to produce contemporary and situated political research practices and approaches.

This article aims to problematize knowledge production as merely an academic researcher endeavour by investigating how research can invite preschool-aged children to activate knowledge in situ. Informed by Isabelle Stengers’ theoretical framework, we developed the research methodology of Research prACTivisms through three propositions: activating an ecology of practices, engaging a direct democracy, and emerging situation ethics and values as means for change and transformations in continuous processes and activations. We argue that Research prACTivisms may produce and activate marginalized actors and knowledge in order to produce contemporary and situated political research practices and approaches.

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