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?

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