Introduction; Christina Hughes and Carol A. Taylor -- Chapter 1. Edu-crafting a Cacophonous Ecology: Posthumanist Research Practices for Education; Carol A. Taylor -- Chapter 2. Rethinking the Empirical in the Posthuman; Elizabeth Adams St.Pierre -- Chapter 3. Deleuzio-Guattarian Rhizomatics: Mapping the Desiring Forces and Connections between Educational Practices and the Neurosciences; Hillevi Lenz Taguchi -- Chapter 4. Thinking Like a brick: Posthumanism and building materials; Luke Bennett -- Chapter 5. A Mark on Paper: The Matter of Indigenous-Settler History ; Alison Jones & Te Kawehau Hoskins -- Chapter 6. Thinking with an Agentic Assemblage in Posthuman Inquiry; Alecia Youngblood Jackson and Lisa A. Mazzei -- 7. Flickering, Spilling and Diffusing Body/Knowledge in the Posthuman Early Years; Rachel Holmes and Liz Jones.-Chapter 8. 'Local Girl Befriends Vicious Bear': Unleashing Educational Aspiration through a Pedagogy of Material-Semiotic Entanglement; Susanne Gannon -- Chapter 9. Decentring the Human in Multispecies Ethnographies; Veronica Pacini-Ketchabaw, Affrica Taylor and Mindy Blaise -- Chapter 10. Girls, Camera, (Intra)Action: Mapping Posthuman Possibilities in a Diffractive Analysis of Camera-Girl Assemblages in Research on Gender, Corporeality and Place; Gabrielle Ivinson and Emma Renold -- Chapter 11. Decolonizing School Science: Pedagogically Enacting Agential Literacy and Ecologies of Relationships; Marc Higgins -- Chapter 12. Student Community Engagement through a Posthuman Lens: The Trans-corporeality of Student and Sea; Jocey Quinn -- Chapter 13. Cows, Cabins and Tweets: Posthuman Intra-Active Affect and Feminist Fire in Secondary School; Jessica Ringrose and Emma Renold -- Chapter 14. Theorising as Practice: Engaging the Posthuman as Method of Inquiry and Pedagogic Practice within Contemporary Higher Education; Ken Gale -- Chapter 15. Femifesta for Posthuman Art Education: Visions and Becomings; Anna Hickey-Moody.

How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this text provides original approaches to posthumanist research practices in education. Contributors respond to the following questions: What do empirically grounded explorations of posthumanism look like in practice? How can they be designed? What sorts of 'data' are produced and how might they be analysed? And, importantly, what are the social, cultural and educational impacts of empirically driven posthuman research? The contributors to this text change the parameters of research through thinking relationally with other beings/matter and recognizing their vitality and agency. Methodologically the contributors operationalize the unself, give focus to shadow stories and the entanglement of the researcher and research apparatus. They provide analytic tools such as rhizomatic readings and cartography mapping, edu-crafting, diffraction, Indigenous storywork, intra-action and affective pedagogy and rework and transform known methodologies, such as participatory research, qualitative approaches and photo-voice.