The purpose of this paper is to share and discuss some results from a Swedish case-study, performed within a larger HORIZON 2020 project (2021-2024), and concerning the conditions and potential of educational commons (Pechtelidis & Kioupkiolis 2020) to promote more equal and inclusive education. Several conditions decisive for this potential to be activated are identified and analysed: 1) the image of children and teachers, 2) the definition of the educational task, and 3) methods and theories used in educational practice and research. These conditions are discussed in a critical analysis of policy-documents and neoliberal modes of governance in education as well as in terms of how they were creatively activated within a Playworld/Interactive performance where children, preschool teachers, headteachers, artists and researchers explored a common research question on human beings’ place in nature and culture. The critical policy-analysis is theoretically framed by historian of ideas Michel Foucault (1975/1991) and philoso- pher Henri Bergson (1934/2007) in an investigation of philosophical and scientific foundations of definitions of equality and inclusion as well as subsequent subject-positions attributed to children and teachers as commoners, or not. The creative activation of the Playworld/Interactive performance is theorized as a commoning practice with support from Cultural-Historical Activity Theory (Cole & Engeström 2006). Finally, the plant neurobiologist Stefano Mancuso’s work on human beings’ place in nature and culture is invoked to theorise the new common goods cre- ated by children and adults in the Playworld/Interactive performance. Playworlds are a methodological approach originally developed by educational scholar Gunilla Lindqvist (1995) that focus on arrangements that motivate adult-child joint development and engagement in socio-dramatic play. In the case study it was integrated in the joint creation of a shared imaginary world loosely based on children’s interests in plants and robots, and it was further supported by the methodological approach that participant artists’ work with through staging extra-verbal, aesthetic and performative materials and processes to promote more equal and inclusive practices (Kollaborativet 2022). Our results show that current policies and governance of education are driven by a three-folded reproductive, com- pensatory and linguistic logic. This logic gives a deficit image of children and teachers, reduces the educational task to simple transmission of knowledge and omits multimodal ways of existing and communicating in educational practices. These conditions are assessed as inefficient and even counterproductive in the promotion of equal and inclusive education. In contrast, our results from the Playworld/Interactive performance show that the potential of educational commons to promote equal and inclusive education can be activated if, the image of children and teachers is embedded within an intergenerational search for meaning where both chil- dren and teachers are conceived as contributing commoners, the educational task is defined as complementary and as the creation of commoning practices that include imag- ination, play and the creative co-construction of narratives, methods and theoretical tools carry an aesthetic variety that promotes both sensory-perceptual experiences and individual and collective memories as well as children and adults’ formulation of a common object of knowledge in the creation of new commons.