Crystallizing Postdigital Feminist Dialogue in/for/through Learning Environments: Advancing Gender-Inclusive Educational Citizenship

Abstract

Crystallized within postdigital feminist scholarship, this conceptual study strengthens feminist dialogue on learning environments and advances gender inclusion. It responds to the lack of feminist perspectives in inclusion debates, where such silence can allow unequal power relations and subtle, embodied forms of exclusion in everyday school life to remain overlooked. Drawing on the Deleuzian concept of assemblage, understood as temporal relationships in becoming, the study maps clusters of scholarship, traces narrative connections, and identifies practical directions. It is guided by a diffractive methodology, understood as reading and thinking with differences as mutually shaping processe..