The picture above is a depiction of ‘what really matters,’ created in Manchester. It is an ‘identity picture’ in which one of the research participants shares the national flag of her family’s home country as a way of expressing what is unique about her contribution to the group. Moving from individual identity pictures to co-creating shared ‘values pictures’ and large group interfaith futures pictures, two children become one, and then become a collective subject through creating as a group: “Quantum relationality partakes of a connectivity that breaks with classical physical models, troubling human-scale understandings of space and time.”  This collective, generative methodology choreographs what, after Barad, we can understand as a quantum touch: “quantum touch stretches across the inhuman field of virtual indeterminacy and can furnish an ethics adequate to the world.”  A collectively devised understanding of an interfaith future is one in which communities comprised of people from different places, who possess different beliefs, come together to share values and principles of religion. This is not just an ethics adequate to the world, it is an ethics that is urgently needed.
Anna Hickey-Moody is Professor of Media and Communication, ARC Future Fellow 2017-2021 and Vice Chancellor’s Senior Research Fellow at RMIT University, Melbourne.
Copyright: © Anna Hickey-Moody
 For those unfamiliar with the scheme, Prevent is just one strand of the UK government’s counter-terrorism policy which has four strands – to Pursue, Protect, Prepare, and Prevent. This is a very particular way of trying to bridge different cultural beliefs, one that has been rightly criticised. Nonetheless, this substantive financial investment made by the British Government illustrates the urgency with which these issues need to be attended.
 Vera Bühlmann, Felicity Colman and Iris van der Tuin ‘Introduction to New Materialist Genealogies: New Materialisms, Novel Mentalities, Quantum Literacies’ Minnesota Review. 2017, 88 p. 47.
 Anna Hickey-Moody Unimaginable Bodies: Intellectual Disability, Performance and Becomings, Rotterdam 2009; Anna Hickey-Moody and Vicki Crowley Disability Matters: Pedagogy, Media and Affect. Oxon: Routledge 2012; Anna Hickey-Moody, ‘Affect as Method: Feelings, Aesthetics and Affective Pedagogy’, in Rebecca Coleman and Jessica Ringrose (eds.), Deleuze and Research Methodologies, Edinburgh University Press, Edinburgh 2013, pp.79–95; Anna Hickey-Moody, ‘Arts Practice as Method, Urban Spaces and Intra-Active Faiths’, International Journal of Inclusive Education, 2017.
 Claire Bishop ‘The Social Turn: Collaboration and Its Discontents’, Artforum, February 2006, pp.179–85.
 Anna Hickey-Moody ‘Arts Practice as Method, Urban Spaces and Intra-Active Faiths’, International Journal of Inclusive Education 2017.
 Les Back New Ethnicities and Urban Culture, London and New York 2013, p.248.
 Silvan Tompkins Affect, Imagery, Consciousness: Cognition, Vol. 4, New York 1992.
 Vera Bühlmann, Felicity Colman and Iris van der Tuin. ‘Introduction to New Materialist Genealogies: New Materialisms, Novel Mentalities, Quantum Literacies’ Minnesota Review. 88, 2017, pp. 47-58.
 Anna Hickey-Moody 2012; 2013.
 Jessica Ringrose and Emma Renold ‘“F** K Rape!” Exploring Affective Intensities in a Feminist Research Assemblage’, Qualitative Inquiry, vol.20, no.6, 2014, pp.772–80; Sharon Todd, Rachel Jones and Aislinn O'Donnell ‘Shifting Education's Philosophical Imaginaries: Relations, Affects, Bodies, Materialities’, Gender and Education, vol.28, no.2, 2016, pp.187–94.
 Anna Hickey-Moody 2009; 2012; 2013.
 Anna Hickey-Moody, Valerie Harwood and Samantha McMahon ‘Feeling Futures: The Embodied Imagination and Intensive Time’, in Derek Bland (eds.), Imagination for Inclusion: Diverse Contexts of Educational Practice, Routledge, London and New York 2016, pp.128–40; Jane Kenway and Deborah Youdell, ‘The Emotional Geographies of Education: Beginning a Conversation’, Emotion, Space and Society, vol.4, no.3, 2011, pp.131–6; Megan Watkins, ‘Bodies, Pedagogy and Writing’, in Megan Watkins (ed.), Discipline and Learn, Sense Publishers, Rotterdam 2011, pp.39–59.
 Jane Bennett ‘The Force of Things: Steps toward an Ecology of Matter’, Political theory, vol.32, no.3, 2004, pp.347–72.
 Anna Hickey-Moody ‘Manifesto: The Rhizomatics of Practice as Research’, in Anna Hickey-Moody and Tara Page (eds.), Arts, Pedagogy and Cultural Resistance: New Materialisms, Rowman & Littlefield Publishers Inc., London 2015, pp.169–92; Anna Hickey-Moody, ‘Femifesta for Materialist Education’, in Carol Taylor and Christina Hughes (eds.), Posthuman Research Practices in Education, Routledge, London 2016, pp.258–66.
 Vera Bühlmann, Felicity Colman and Iris van der Tuin 2017, p. 49.
 Anna Hickey-Moody 2009; 2012.
 Anna Hickey-Moody 2013; 2015; 2016.
 Anna Hickey-Moody 2012; 2013.
 Aislinn O’Donnell ‘Securitisation, Counterterrorism and the Silencing of Dissent’ 2016; Aislinn O’Donnell ‘Contagious Ideas: Vulnerability, Epistemic Injustice and Counter-Terrorism in Education’, Educational Philosophy and Theory 2016, pp.1–17.
 Bryan Reynolds Transversal subjects: from Montaigne to Deleuze after Derrida. Basingstoke: Palgrave Macmillan 2009, p. 2.
 Anne Aly ‘Countering Violent Extremism: Social Harmony, Community Resilience and the Potential of Counter-Narratives in the Australian Context’, in Christopher Baker-Beall, Charlotte Heath-Kelly and Lee Jarvis (eds.), Counter-Radicalisation: Critical Perspectives, Routledge, London and New York 2015, pp. 71–88; Samuel J Mullins, ‘Australian Jihad: Radicalisation and Counter-Terrorism’, ARI: Análisis del Real Instituto Elcano, 2011, pp.1–9.
 Aislinn O’Donnell, ‘Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent’, British Journal of Educational Studies, vol.64, no.1, 2016, pp.53–76.
 Anita Harris, ‘Conviviality, Conflict and Distanciation in Young People's Local Multicultures’, Journal of Intercultural Studies, vol.35, no.6, 2014, p.572.
 Hasina Mohyuddin, Mark McCormack, Paul Dokecki and Linda Isaacs, ‘Creating a Mosaic of Religious Values and Narratives: Participant Researcher Roles of an Interfaith Research Group Seeking to Understand Interfaith Organizations’, in Sandra Barnes, Lauren Brinkley-Rubinstein, Bernadette Doykos, Nina Martin and Allison McGuire (eds.), Academics in Action! A Model for Community Engaged Research, Teaching and Service, Fordham University Press, New York 2016, pp.191–212.
 Ibid, p.201.
 Ibid, p.192.
 Ibid, p.192.
 Anita Harris 2014, p.572.
 Greg Noble, ‘The Face of Evil: Demonising the Arab Other in Contemporary Australia’, Cultural Studies Review, vol.14, no.2, 2008, pp.14–33.
 Janet Currie, ‘Early childhood education programs’, Journal of Economic Perspectives, vol.15, no.2, 2001, pp. 213–238; Janet Currie, ‘Healthy, Wealthy and Wise: Socioeconomic Status, poor health in childhood, and human capital development’, Journal of Economic literature, vol.47, no.1, 2009, pp.87–122; James Heckman, ‘Skill Formation and the Economics of Investing in Disadvantaged Children’, Science, vol.312, no.5782, 2006, pp.1900–1902; Gabriella Conti and James Heckman, ‘The Economics of Child Well-Being’, in Asher Ben-Arieh, Ferran Casas, Ivar Frønes and Jill E. Korbin (ed.), Handbook of Child Well-Being, Springer 2012, 363–401. Steven J. Howard and Anthony D. Okely, ‘Catching fish and avoiding sharks: investigating factors that influence developmentally appropriate measurement of preschoolers’ inhibitory control’, Journal of Psychoeducational Assessment, vol.33, no.6, 2015, pp. 585–596.
 Alice Bartlett, ‘Preventing Violent Extremism and ‘Not in My Name’: Theatrical Representation, Artistic Responsibility and Shared Vulnerability’, Research in Drama Education: The Journal of Applied Theatre and Performance, vol.16, no.2, 2011, pp.173–95.
 Aislinn O’Donnell, ‘Securitisation, Counterterrorism and the Silencing of Dissent’ 2016; Aislinn O’Donnell, ‘Contagious Ideas: Vulnerability, Epistemic Injustice and Counter-Terrorism in Education’, Educational Philosophy and Theory, 2016, pp.1–17; Angela Quartermaine, ‘Discussing terrorism: A pupil-inspired guide to UK counter-terrorism policy implementation in religious education classrooms in England’, British Journal of Religious Education, vol.38, no.1, 2016, pp.13–29.
 BBC News, ‘Reality Check: Why does the Prevent strategy divide opinion?’, 26 May 2017, http://www.bbc.com/news/election-2017-40060325, accessed 20 June 2017.
 UK Government, ‘2010-2015 Government Policy to Counter-Terrorism’, 2014, https://www.gov.uk/government/publications/2010-to-2015-government-policy-counter-terrorism/2010-to-2015-government-policy-counter-terrorism/, accessed 13 February 2016.
 BBC News 2017.
 Chris Allen, ‘Is Prevent harming universities?’, Political Insight, vol.8, no.1, 2017, 38–39.
 The Guardian, ‘Drama in the age of Prevent: why can't we move beyond Good Muslim v Bad Muslim?’, 14 April 2016, https://www.theguardian.com/stage/2016/apr/13/drama-in-the-age-of-prevent-why-cant-we-move-beyond-good-muslim-v-bad-muslim, accessed 13 May 2017.
 Aislinn O’Donnell, ‘Securitisation, Counterterrorism and the Silencing of Dissent’ 2016; Aislinn O’Donnell, ‘Contagious Ideas: Vulnerability, Epistemic Injustice and Counter-Terrorism in Education’ 2016.
 Anna Hickey-Moody, Glenn Savage and Joel Windle, ‘Pedagogy Writ Large: Public, Popular and Cultural Pedagogies in Motion’, Critical Studies in Education, vol.51, no.3, 2010, pp.227–36.
 Anna Hickey-Moody 2017.
 Karen Barad, ‘Interview with Karen Barad’, in Rick Dolphijn and Iris Van Der Tuin (eds.), New Materialism: Interviews and Cartographies, Open Humanities Press, Ann Arbor 2012, pp.48–70.
 Elizabeth de Freitas ‘Karen Barad’s Quantum Ontology and Posthuman Ethics: Rethinking the Concept of Relationality’. Qualitative Inquiry 23(9), 2017, p. 742.
 Karen Barad, ‘Interview with Karen Barad’, in Rick Dolphijn and Iris Van Der Tuin (eds.), New Materialism: Interviews and Cartographies, Open Humanities Press, Ann Arbor 2012, p. 50.
 Donna Haraway Modest_Witness@Second_Millenium. FemaleMan_ Meets_OncoMouse. Feminism and Technoscience. New York, NY Routledge, 1997.
 Karen Barad Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning, Ann Arbor 2007, pp.67–8.
 Anthony McCosker and Amelia Johns, ‘Contested Publics: Racist Rants, Bystander Action and Social Media Acts of Citizenship’, Media International Australia, no.151, 2014, pp.66-72; Catherine Gomes, ‘Negotiating everyday life in Australia: Unpacking the parallel society inhabited by Asian international students through their social networks and entertainment media use’, Journal of Youth Studies, vol.18, no.4, 2015, pp.515–536; Theresa Lynn Petray, ‘Protest 2.0: Online interactions and Aboriginal activists’, Media, Culture & Society, vol.33, no.6, 2011, pp.923–940; Chris Gaine, Camilla Hallgren, Servando Perez Dominguez, Joana Salazar Noguera and Gaby Weiner, ‘“Eurokid”: An innovative pedagogical approach to developing intercultural and anti-racist education on the Web’, Intercultural Education, vol.14, no.3, 2003, pp.317–329; Jamie Cleland, ‘Racism, Football Fans, and Online Message Boards: How Social Media Has Added a New Dimension to Racist Discourse in English Football’, Journal of Sport and Social Issues, vol.38, no.5, 2014, pp. 415–431.
 Mats Dernevik, Alison Beck, Martin Grann, Todd Hogue and James McGuire, ‘The Use of Psychiatric and Psychological Evidence in the Assessment of Terrorist Offenders’, The Journal of Forensic Psychiatry & Psychology, vol.20, no.4, 2009, pp.508–15.
 Karen Barad 2012.
 Elizabeth de Freitas. 2017. ‘Karen Barad’s Quantum Ontology and Posthuman Ethics: Rethinking the Concept of Relationality’. Qualitative Inquiry 23(9), p. 747.