In a large number of fields of knowledge, images, sketches and models are important as tools to both explore and develop understanding on various abstract and elusive phenomena such as time, relations or the shape of a thought. In this research I´m inquiring art teacher students' spatial investigations of theories and ideas by analyzing their processes of modeling and sketching theories, concepts and abstractions they deal with in their studies. Processes I define as material-spatial articulations. Material-spatial processes increase our possibility to understand complex phenomena as ecosystems, relations or the function of a theory. However, research has shown that such investigations are overlooked by the university world, which more often rewards alphanumeric literacy, both in course literature and as part of the learning processes (Mathewson, 1999).

For the study I use the quantum physicist Karen Barad's theory agential realism. Knowledge, and the practices that produce it, must according to the theory, be studied in becoming, “we can only know something because we are part of this something” (Barad, 2007). Therefor practices of knowing are defined as closely intertwined events between time, space, matter and ideas, and those processes are essential for both human and non-human becoming's (Barad, 2007). This challenges some deep rooted ideas on what thinking is. Since the Enlightenment, the Western knowledge tradition has had a fixation on the brain as the place where knowledge is processed and created (Ceder, 2019). Thinking is defined as a brain-centered, and not least, human activity. Through the article Writing as a Nomadic Subject, Braidotti (2014) expands the definition of thinking as a collective assemblage where each subject is merely a connection point in a network of complex relationships. It is from such a view of what thinking can be my study takes its departure.

By describing material movements and relational processes in filmed material from seminars where art teacher students analyze course content by material spatial knowledge practices, I reason on:

- How can materialspatial knowledge practices be described in the light of an agential realistic view of knowledge? and,
- What consequences do these descriptions have for higher education teachers' pedagogical opportunities?

An approach that St. Pierre (2013), Taylor (2016) and others, have described as post-qualitative. The post-qualitative process is not searching cause and effect, and also not aiming traditionally reliability and validity. It's a process consisting of several practices that runs together and folds in and out of each other, giving rise to diffractive patterns of differences that matters. In my research, video-sequences from students' material-spatial practices are analyzed using diffractive methods for thinking different intra-active aspects through each other. A process that produces narratives regarding the research interest (Barad, 2007).

Through showing processual movements in material-spatial practices of articulation the study aims to develop current understanding of what non-human matter and the spatial aspects of a moving body do as part of the art teacher students' processes of knowing. To hopefully intensify the discussion on how higher education is prepared and implemented.