Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.

" What is evident by the end of the book is that posthumanism is a philosophical and interllectual form of inquiry - and Weaver challenges the broad field of education to release itself not only from the constraining forces of humanism, but also what Snaza and Weaver called in their introduction methodocentrism. Weaver is boldly stating that education and educational inquiry needs to become more interllectual; posthumanist philosophy and inquiry is one rhizomatic pathway that may unleash possibilities long since forgotten, reminding us of the interconnected nature of humans, animals, objects, and forces within educational inquiry." - Paul William Eaton, The Review of Higher Education, Spring 2016 "In summary, this volume is a valuable contribution both to furthering the discussion on how post-humanism can help change educational theory and practice." - Stefan Herbrechter Coventry University, UK, Educational Philosophy and Theory, 2016