“Feeling With”: Sensory–Material Interaction and Embodied Freedom in a Progressive Democratic School in England

ABSTRACT The relationship between the senses and social interaction within schools is often overlooked in existing studies. Drawing on evidence generated through ethnography and Photovoice in a progressive democratic school, we apply new materialist approaches to explore the relational dynamics of affective sensorial–material interactions to afford embodied freedom. The school's approach prioritizes “feeling with” as sensory engagement with materials, enabling negotiated comforts and expression in learning environments. We argue this approach can fundamentally reshape educational experiences.