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Abstract
Experiential learning is an adult learning approach used in pharmacy schools for educating professional students. In this new materialist research informed by agential realism, I apply a diffractive methodology to garner insights, to stimulate further inquiries, and to illuminate where effects of differences appear during experiential learning rotations of pharmacy students in veterinary settings. I introduce the background of my area of study including the concern (problem), the intent (purpose), mattering (significance), and common notions employed when engaging an agential realist approach (e.g., intra-action). I trouble foundational adult learning theories, methodologies, and methods by examining experiential learning genealogy and exploring emerging approaches (e.g., generative knowing, diffraction). To generate data for engaging a diffractive methodology and associated diffractive analysis, I conduct semi-structured interviews, host focus groups; and collect documents, artifacts, and collages. I find employing post-anthropocentric learning (humans-animals-environments in-relationship; One Health concept) in pharmacy curriculum contributes a different approach to adult learning models of experiential learning and produces insights (e.g., contingencies and implications). From illuminations, I generate future analytical inquiries to examine entanglements making a difference benefiting human and nonhuman health within and of the world (health of environments). Importantly I find, by employing agential realism (ethico-onto-epistemological framework) we can apply post-anthropocentric learning methods and examine differences mattering, how practices matter, and for whom they matter. INDEX WORDS: Adult learning, Experiential learning, Transdisciplinarity, Diffractive methodology, Agential realism, Intra-active entanglement, Becoming, Post-anthropocentric learning, One Health