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This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-than-humans and what they have witnessed, we ask: What might social studies be(come) if we (e.g., educators, students, researchers) affirmed the voices of more-than-human bodies in teaching and learning? And, what, if we quieted ourselves and listened, can we learn from more-than-human bodies who bear witness to the actions of humans across time and space? [ABSTRACT FROM AUTHOR]

This article draws on data collected from a secondary school in Florida to explore how temporally disjointed aesthetics (e.g. (re)photographs) impact constructions of historical knowledge. Using posthuman concepts (e.g. assemblage, rhizome, spacetimematter(ing), hauntology), this study relied on visual methodologies—specifically photo-elicitation—to attend to the question: How do engagements with (re)photographs contribute to the development secondary students' historical consciousness/thinking? Data consisted of artifacts reflecting engagements with three collections of (re)photographs featuring ghosts/hauntings and semi-structured focus group interviews. Rhizomatic assemblages re-presenting entanglements with what was produced during this study suggest that (re)photographs not only fostered historical consciousness/thinking by exposing the in-between/ness of temporality and materiality, but that (re)photography extends the boundaries historical consciousness/thinking through students' emerging relationships to the pastpresentfuture(ing). [ABSTRACT FROM AUTHOR]

This article focuses on droidial bodies in children's literature to explore how speculative literacies foster necessary spaces for thinking about (non)human and more-than-human connectivity. Specifically, we share what was produced when we applied a framework underpinned by posthumanist concepts to three children's books centering robots. Using Jackson and Mazzei's thinking with theory to plug into these books, this article raises (re)new(ed) questions about the intersections of literacy, humanism, and droids. It proposes that pairing posthumanist concepts with droidial texts can be generative in thinking about, critiquing, and predicting changes with the (ever-developing) relationship(s) between humans and machines. [ABSTRACT FROM AUTHOR]