JARring: making phEmaterialist research practices matter By Emma Renold, Cardiff University and Jessica Ringrose, Institute of Education, University of London. How to cite: Renold, E. and Ringrose, J. (2019) JARing: making phematerialist research practices matter’, MAI: Feminism and Visual Culture, Spring Issue. Introducing phEmaterialism: Feminist Posthuman and New Materialist Research Methodologies in Education ‘PhEmaterialism’ (Feminist Posthuman and New Materialisms in Education) started out as the twitter hashtag in 2015 for the network conference, Feminist Posthuman New Materialism: Research Methodologies in Education: ‘Capturing Affect’ (see Ringrose et al. 2015). However, it rapidly became a concept-making-event; a living, lively ever expanding human and more-than-human working group, which now brings together a globally dispersed collective of students, researchers, and artists experimenting with how posthuman and new materialism theories form, in-form and reassemble educational research (Ringrose et al 2018). PhEmaterialism, combines feminist posthumanism (Braidotti, 2013; Haraway, 2008, 2016; Åsberg and Braidotti 2018) and the new materialisms (Barad 2007; Van der Tuin, 2016). Its abbreviation foregrounds the entanglement of educational scholars interested in working with new feminist materialist and posthuman ideas and practices. The ‘ph’ is pronounced ‘f’ so that sound and letter formation bring posthuman and feminism together in one expression. Posthuman theorizations decentre ‘mankind’ exceptionalism – organized via the privileging of white, individual, rational, European masculinity, repositioning humans as part of, rather than sovereign over, a vibrant ecology of active matter (Bennett, 2010; Braidotti, 2013; Chen, 2013; Haraway 2016). Critical posthumanism rejects racialized, sexualized, and