“…Recently, educational research has worked to explore the more-than-human in classroom theory and practice (Petitfils, 2014; Snaza & Weaver, 2014). Writing and literacy studies, in particular, has only amplified this call by exploring the material←→discursive relations of textual production (Ehret, Hollett, & Jocius, 2016; Kuby & Rucker, 2015, 2016; Leander & Rowe, 2006; Lenters, 2016; Thiel, 2015; Wargo, 2017, 2018; Zapata & Van Horn, 2017). This shift in thinking, of placing the human and more-than-human on the same plane of immanence, is a radical departure from rational humanism.…”