Becoming Child and Sustainability—The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Play

In this article, we seek to theorize the role of kindergarten teacher as an agency mobiliser for sustainability through keeping concept child in play, ultimately envisioning a knowledgeable and connectable collective. This implies non-dialectical politics multiplicity ready support join creative pluralism educational organization roles sustainability. Comprising friction zones between actual virtual multiplicities that replace discursive productions policies with enfoldedness, relations bodies becomings. changes power, position function language change. Not making constructivist change-agent but opening up possibilities teachers explore matter, nature culture what might be produced collectively individually. We go via concepts agencement expanding on agency, conceptual personae directing becoming teacher. Both informed by transformational pragmatics Gilles Deleuze (1925–1995) Félix Guattari (1930–1992). The overarching contribution article is therefore political pragmatic concerns constitution subjectivity transformative citizenships inter- intra-generational perspectives.