This article seeks to address the theoretical foundations of subjectivity as co-constituted by discursive and material/technological forces. Our ambition is to develop a conceptual framework that draws from Science and Technology Studies and related “new materialist” frameworks and poststructuralist analyses in order to develop analytics that embrace the complexities we face in our empirical work. We discuss the potentialities and weaknesses of the two theoretical frameworks at a conceptual level as well as through an empirical case on peer bullying in schools. The discussion leads us to a redefinition of the concept of subjectivity that emphasizes the multiplicity of enacting forces including human as well as non-human, material/technological actors; and that underlines the importance of a conceptualization of all actors as simultaneously enacting and enacted forces.