We ponder a question inspired by this special issue: What might teaching/learning in the context of more-than-human become? We focus on three textbooks chosen for a qualitative inquiry course and what was produced. Textbooks (and other assigned readings) are bodies that instructors labor over/with in making decisions about what students will read. We consider their mutually constitutive nature—where not only does theory produce people (and bodies), but people (bodies) produce theories; we focus on the entanglement—textbooks in relation to/with humans. Humans do matter. Textbooks do matter. In short, it matters what matter makes pedagogy and what pedagogy makes matter.
AhmedS. (2010). Happy objects. In GreggM.SeigworthG. J. (Eds.), The affect theory reader (pp. 29-51). Durham, NC: Duke University Press.
2.
AlexanderD.WyattJ. (2016, May). In(tra)fusions: Kitchen research practices and collaborative writing. Paper presented at the International Congress of Qualitative Inquiry, Champaign-Urbana, IL.
3.
BaradK. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28, 801-831.
4.
BaradK. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
5.
BaradK. (2013). Ma(r)king time: Material entanglements and re-memberings: Cutting together-apart. In CarlileP. R.NicoliniD.LangleyA.TsoukasH. (Eds.), How matter matters: Objects, artifacts, and materiality in organization studies (pp. 16-31). Oxford, UK: Oxford University Press.
6.
BrownR. N.CarducciR.KubyC. R. (Eds.). (2014). Disrupting qualitative inquiry: Tensions and possibilities in educational research. New York, NY: Peter Lang.
7.
ColebrookC. (2002). Gilles Deleuze. New York, NY: Routledge.
8.
DeleuzeG.FoucaultM. (1977). Intellectuals and power. In BouchardD. F. (Ed.), Language, counter-memory, practice: Selected essays and interviews (pp. 205-217). Ithaca, NY: Cornell University Press. (Discussion recorded May 4, 1972 and reprinted from L’Arc, n.d., 49, 3-10)
9.
DeleuzeG.GuattariF. (1987). A thousand plateaus: Capitalism and schizophrenia (MassumiB., Trans.). Minneapolis: University of Minnesota Press. (Original work published 1980)
10.
DeleuzeG.GuattariF. (1994). What is philosophy?New York, NY: Columbia University Press. (Original work published 1991)
11.
EisenhartM.JurowA. S. (2011). Teaching qualitative research. In DenzinN. K.LincolnY. S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 699-714). Thousand Oaks, CA: Sage.
12.
HarawayD. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
13.
JacksonA. Y.MazzeiL. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York, NY: Routledge.
KubyC. R.AguayoD. (2019). A manifesto for teaching qualitative inquiry with/as/for art, science, and philosophy. In TaylorC.BayleyA. (Eds.), Posthumanism and higher education: Reimagining pedagogy, practice and research (pp. 73-83). New York, NY: Palgrave Macmillan.
16.
KubyC. R.ChristR. C. (2018a). An ethico-onto-epistemological pedagogy of qualitative research: Knowing/being/doing in the neoliberal academy. In BozalekV.BraidottiR.ZembylasM.SheferT. (Eds.), Socially just pedagogies: Posthumanist, feminist and materialist perspectives in higher education (pp. 131-147). London, England: Bloomsbury Academic.
17.
KubyC. R.ChristR. C. (2018b). Productive aporias and inten(t/s)ionalities of paradigming: Spacetimematterings in an introductory qualitative research course. Qualitative Inquiry, 24, 293-304.
18.
KubyC. R.Gutshall RuckerT. (2016). Go be a writer! Expanding the curricular boundaries of literacy learning with children. New York, NY: Teachers College Press.
19.
KubyC. R.RowsellJ. (2017). Early literacy and the posthuman: Pedagogies and methodologies. Journal of Early Childhood Literacy, 17, 285-296.
20.
KubyC. R.SpectorK.ThielJ. J. (Eds.). (2019). Posthumanism and literacy education: Knowing/becoming/doing literacies. New York, NY: Routledge.
21.
KuntzA. M.PresnallM. M. (2012). Wandering the tactical: From interview to intraview. Qualitative Inquiry, 18, 732-744.
22.
Lenz TaguchiH. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York, NY: Routledge.
23.
MacLureM. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26, 658-667.
24.
MazzeiL. M. (2013). A voice without organs: Interviewing in posthumanist research. International Journal of Qualitative Studies in Education, 26, 732-740.
25.
MurrisK. (2016). The posthuman child: Educational transformation through philosophy with picture books. London, England: Routledge.
26.
Pacini-KetchabawV.KindS.KocherL. L. M. (2016). Encounters with materials in early childhood education. New York, NY: Routledge.
27.
Puig de la BellacasaM. (2017). Matters of care: Speculative ethics in more than human worlds. Minneapolis: University of Minnesota Press.
28.
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29.
Savin-BadenM.Howell MajorC. (2013). Qualitative research: The essential guide to theory and practice. New York, NY: Routledge.
30.
SeigworthG. J.GreggM. (2010). An inventory of shimmers. In GreggM.SeigworthG. J. (Eds.), The affect theory reader (pp. 1-25). Durham, NC: Duke University Press.
31.
SmithD. (2012). Essays on Deleuze. Edinburgh, UK: Edinburgh University Press.
32.
SnazaN.ApplebaumP.BayneS.CarlsonD.MorrisM.RotasN.. . . WeaverJ. (2014). Toward a posthuman education. Journal of Curriculum Theorizing, 30, 39-55.
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SnazaN.SonuD.TrumanS. E.ZaliwskaZ. (2016). Pedagogical matters: New materialisms and curriculum studies. New York, NY: Peter Lang.
34.
SnazaN.WeaverJ. (Eds.). (2015). Posthumanism and educational research. London, England: Routledge.
35.
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36.
St. PierreE. A. (2011). Post qualitative research: The critique and the coming after. In DenzinN. K.LincolnY. S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 611-625). Thousand Oaks, CA: Sage.
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38.
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