Contents Foreword: Becoming Posthuman Social Studies Boni Wozolek ?xi Acknowledgments ?xvii Introduction: Be(com)ing Strange(r): Toward a Posthuman Social Studies Bretton A. Varga, Timothy Monreal, and Rebecca C. Christ ?1 1. ?Life Lessons: Posthuman Ideas About Life for an Enlivened Social Studies Education ?11 Mark E. Helmsing 2. ?A Thousand Deaths: Current Events and Racial Reproductions of the Dead and Dying ?23 Asilia Franklin-Phipps 3. ?Unsettling the "Social" in Social Studies ?35 Cathryn van Kessel 4. ?Toppling the (Hu)Man: Posthumanism and the Mattering of Historical Spaces ?38 Francisco A. Medina, Karen Zaino, and Debbie Sonu 5. ?Lives in/of Things ?51 Sandra J. Schmidt 6. ?Cities as Pedagogues: Materiality in Paris's Public Sphere as a Teacher of Consciousness ?54 Avner Segall 7. ?Mattering the Research ?68 Jelena Aleksic 8. ?Set in Stone?: Social Studies Teacher Candidates' Conceptions of Matter ?71 Morgan P. Tate and Amelia H. Wheeler 9. ?Following for the Community ?81 Polina Golovatina-Mora 10. ?"I'm a Monster Now": The Construction of Spacetimemattering Through Intra-Action in Childhood ?83 Fernando Guzman-Simon and Alejandra Pacheco-Costa 11. ?Arboreal Methodologies: The Promise of Getting Lost (With Feminist New Materialism and Indigenous Ontologies) for Social Studies ?93 Jayne Osgood and Suzanne Axelsson 12. ?Into the Sea: A Fictive Speculation on How to Cope at the End of the World ?110 Peter M. Nelson 13. ?Not as Strange as Dying: Reimagining U.S. Social Studies as Place-Based and Decolonialized ?121 Janice Kroeger and Christine Widrig 14. ?Possibilities for Knowing Differently With a More-Than-Human Ladybird-Pedagogue ?133 Karen E. Barr and Hannah Seat 15. ?(In)Separatable: Social Studies With/out the Human ?136 Sarah B. Shear 16. ?The (Self/Re)generating Sacred Energy Called Teotl: Using Nahua Philosophy to Introduce Posthumanist Thinking ?139 Timothy Monreal and Jesus Tirado 17. ?Beading Shkode ?149 Browning Neddeau 18. ?Re/Membering Ethical Relationality: Re/Telling Stories of Dis/citizenship as Lived ?151 Muna Saleh 19. ?Nonhuman Alliances ?163 Polina Golovatina-Mora 20. ?Youth Are Already Queer: Agentive Possibilities Among Queer TikTok Creators ?165 Sandra J. Schmidt, Eric Estes, and Isabel Gomez 21. ?Any/bodies: Posthumanism and Economics Education ?179 Erin C. Adams 22. ?Indeterminacy and Strangeness in the Posthuman Classroom: Thinking Toward Possibility ?191 Alexandra L. Page 23. ?Embracing Strangeness, but Not Becoming Strangers ?194 Alexander S. Butler Afterword: Afterwards, Nathan Snaza ?205 Appendix: Guiding Concepts ?211 Endnotes ?217 Index ?227 About the Editors and Contributors ?236
2023 AERA Division B Curriculum Studies Outstanding Book Award Honorable Mention Posthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience . This book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, chapter authors engage with a wide range of disciplines and offer unique perspectives from various locations across the globe. This volume asks: How can thinking with posthumanism disrupt normative approaches to social studies education and research in ways that promote imaginativeness, speculation, and nonconformity? How can a posthumanist lens be used to interrogate neoliberal, systemic, and oppressive conditions that reproduce and perpetuate in-humanness? Book Features: ? A collection of essays that explore the phenomenon of posthuman approaches to social studies scholarship. ? Contributions by many prominent social studies education scholars representing seven countries-Canada, Norway, Russia, Spain, Sweden, the United Kingdom, and the United States. ? A foreword by Boni Wozolek and an afterword by Nathan Snaza, both of who have made significant contributions to critical posthumanism in education. ? Provocation chapters that push readers' thinking about the various ways that posthumanism connects to teaching and learning social studies. ? Images of more-than-human entanglements (i.e., artwork, photography, poetry).
Bretton A. Varga is an assistant professor of history-social science at California State University, Chico. Timothy Monreal is an assistant professor of learning and instruction at the University at Buffalo, The State University of New York. Rebecca C. Christ is an assistant professor of teaching and learning at Florida International University.