An urban forest school, London, UK: Stegosaurus (self-chosen pseudonym) is crouching and looking down intently at something on the ground. I notice he is rubbing two pieces of chalk in his hands. Chalk gently sprinkles over blades of grass, covering each leaf in a white dust.

A wall-less school, Bali: Paintbrush hails me. I pick her up, stroking her smooth, moist bristles likening them to fur. Between my fingers, I roll her brittle wooden handle backwards and forwards, imagining that this could be a twig, bone or spine.

What if we were to attend to the peculiarities of these material encounters?

How might Chalk and Paintbrush enact wild pedagogies?

Chalk and paintbrushes are everyday objects in educational settings and traditional, dominant pedagogies focus on how humans use these objects to support learning. Drawing on two material-multispecies moments from our posthumanist, feminist, materialist inquiries, we think-with rather than about Chalk and Paintbrush as intra-acting, co-creators of knowledge. These provide ways for becoming-wild that resist the anthropocentric, developmental and civilising processes so deeply imbued in educational approaches. Instead, becoming-wild offers hopeful and generative wild pedagogies that acknowledge the power of the everyday, ignored and divergent that strengthen and expand all our response-abilities.