Through the implementation of several commons-based case studies in the educational field we sought to make an OntoShift to the commons which means to try to escape from the onto-political frame of the modern West where independent individuals interact with each other. The ability to act emerges from within the relationship, not from the outside, and there is no single, essential individual, but rather many different ‘I's’, each of which are implicated in many different communities and are therefore a part of ‘many we’s’, which present a challenge to the modern individualized ontology on which the institution of education is based. The purpose of this shift is to explore whether the ontology of the commons is more inclusive and beneficial for the individuals involved in the sense that it promotes equal freedom in the here and now. In so doing, we describe rituals, practices, and mentalities produced within these alternative educational social spaces, and provided an understanding on how alternative children’s subjectivities and citizenship come into being. All these practices are deemed as micro-heteropolitical attempts to build open participatory democratic spaces for being and becoming. In educational commons, the very practice of education and learning becomes a common good or resource which is collectively shaped and managed by the members of the educational community in terms of equality, freedom, active and creative participation.

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