This chapter illustrates the value of post-theoretical orientations in making social inquiry an act of shared responsibility that has critical, ethical and political weight. It sets out a praxis for engaged scholarship, creating space for autonomy and freedom of expression, disrupting the divisions that persist in and around research, dis/ability and childhood. This is a practice for justice beyond methodological scripts, to activate material knowing in ways that are informed by the work of artists, their pedagogical role and their visibility, to liberate children and their participation from productivity framings that contain and incorporate impact and validity through processes that exclude and silence those who are ‘othered’.