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 processes. The study attends to how intra-actions among bodies, concepts, and affects take form, shift, and exert effects over time. Findings indicate that gender-inclusive educational citizenship unfolds when learning environments are treated as living, collaborative, ethical assemblages sustained through intra-relations. In this view, affect is integral to practice and pedagogy rather than an add-on. This unfolding is further strengthened through multimodality, as the intra-action of policies and platforms becomes palpable in daily school life, sustaining a culture of continual becoming. Advancing this agenda requires moving beyond narrow neoliberal logics, rigid standardization, and patriarchal structures toward shared, caring relational practices, decolonised approaches, and ongoing forms of assemblage–dialogue for educational citizenship.
Heidari et al. (Tue,) studied this question.