Given the focus on body and movement in physical education (PE), it is noteworthy that this particular subject has been so little discussed in relation to posthumanism. From a posthumanist perspective, body and movement could potentially be features of human existence that are able to evade the pitfalls of humanism, such as free will, intentions, logos, representation, etc. Even if meaning and symbols surely can be projected onto body and movement, they nevertheless possess dimensions not exhaustible by such cultivation.

The present text aims to outline a field of investigation performing precisely the encounter between PE and posthumanism. While a few studies within PE research (cf. Larsson & Quennerstedt, 2012) have identified posthumanism as an asset, much more need to be done. Within the nascent research field of early childhood education (ECE), posthumanism has grown exponentially more influential (cf. Palmer, 2011; Lenz Taguchi, 201X; Hultman, 2014; Änggård, 2015). Aspects of materiality, body, movement, knowledge, and play are in those studies seen from the viewpoint of the feminist philosopher Karen Barad (2007).