Kelleen Toohey, Professor Emerita, Simon Fraser University, Vancouver, BC has been teaching and writing about the education of children whose languages have been minoritized in Canada, especially English language learners. Her book, Learning English at school: Identity, socio-material relations and classroom practice (2nd edition) is in press with Multilingual Matters. Her recent work has explored the affordances of digital making for language and literacy learning.

Suzanne Smythe, Associate Professor, Faculty of Education, Simon Fraser University is an adult literacy researcher and educator who works closely with community-based agencies and educators to understand the implications of new technologies for literacies and learning. She is particularly interested in the potential of technologies to inscribe old and new modes of control and exploitation. She is currently exploring the potential of participatory technology design to intervene in such assemblages and to forge new ways to think and do techno-literacies.

Diane Dagenais, Professor, Simon Fraser University, works in French second language and minority language education. Her research has documented the literacy practices of multilingual children in families, communities and schools. Her recent studies examine encounters between multilingual youth and digital tools for video and story production. Her work is published in a range of French and English language education journals.

Magali Forte is a PhD student in the Faculty of Education at Simon Fraser University (Vancouver, BC, CANADA) and a K-12 teacher in Vancouver. She adopts a sociomaterial perspective to examine the ways in which multilingual and multimodal processes of identity construction unfold through entanglements of humans and nonhumans in second language education settings.

This book mobilizes concepts associated with new materialism, posthumanism, and relational ontologies with respect to language and literacy education. The book stimulates other educators to engage in similar 'experiments', and assesses how these concepts offer new ways of understanding diverse educational sites.

Introduction by Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte (co-editors)

Chapter 1: Making and unmaking literacy desirings: Pedagogical matters of concern from Writers' Studio by Tara Gutshall Rucker and Candace R. Kuby

Chapter 2: Practising place-thought and engaging in critical place inquiry in a public park: Listening, letting go, and unsettling our writing pedagogies by Michelle A. Honeyford and Jennifer Watt

Chapter 3: Becoming posthuman - Bodies, affect, earth at the school garden by Saskia Van Viegen

Chapter 4: Lekta and literacy in early childhood education - Entwinements of idealism and materialism by Liselott Mariett Olsson

Chapter 5: Rethinking causality through children's literacies by Jacqueline Barreiro

Chapter 6: A rhizomatic case analysis of instructional coaching as becoming by Brandon Sherman, Mari Haneda and Annela Teemant

Chapter 7: 'This documentary actually makes Welland look good': Exploring posthumanism in a high school documentary film project by Amélie Lemieux and Jennifer Rowsell

Chapter 8: Affect theory as a lens on teacher thinking in adult language classrooms by Monica Waterhouse

Chapter 9: The problem and potential of representation: Being and becoming by Margaret MacDonald, Cher Hill and Nathalie Sinclair

Chapter 10: Exploring affect in stop frame animation by Gabriele Budach, Dimitri Efremov, Daniela Loghin and Gohar Sharoyan