References
- Abo-Zena, M., Sahli, B., & Tobais-Nahi, C. S. (2009). Testing the courage of their convictions: Muslim youth respond to stereotyping, hostility, and discrimination. In O. Sensoy & C. D. Stonebanks (Eds.), Muslim voices in school: Narratives of identity and pluralism (pp. 3–26). Boston: Sense.
- Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Durham: Duke University Press.
- Ahmed, S. (2008). Open forum. Imaginary prohibitions: Some preliminary remarks on the founding gestures of the ‘new materialism’. European Journal of Women’s Studies, 15(1), 23–39. doi: 10.1177/1350506807084854
- Ali, L., Liu, W., Ashley, C. P., Nishida, A., Leibert, R., & Billies, M. (2017). Affect and subjectivity. Subjectivity, 10(1), 30–43. doi: 10.1057/s41286-016-0020-8
- Appadurai, A. (2006). Fear of small numbers: An essay on the geography of anger. Durham: Duke University Press.
- Berlant, L. (2010). Cruel optimism. In M. Gregg & G. Seigworth (Eds.), The affect theory reader (pp. 93–117). Durham: Duke University Press.
- Brass, J. (2015). Standards-based governance of English teaching: Past, present, and future? English Teaching: Practice & Critique, 14(3), 241–259. doi: 10.1108/ETPC-06-2015-0050
- Brennan, T. (2004). The transmission of affect. Ithaca: Cornell University Press.
- Brown, K. D. (2013). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race Ethnicity and Education, 16(3), 316–338. doi: 10.1080/13613324.2012.725039
- Chen, M. Y. (2012). Animacies: Biopolitics, racial mattering, and queer affect. Durham: Duke University Press.
- Cohen, J. J. (2015). Stone: An ecology of the inhuman. Minneapolis: University of Minnesota Press.
- Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164–195. doi: 10.1080/15544800903076044
- Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. doi: 10.2307/1229039
- Davidson, J. (2000). Literacy and social class. In J. Davidson & J. Moss (Eds.), Issues in English teaching (pp. 243–259). London: Routledge.
- de Freitas, E., & Curinga, M. X. (2015). New materialist approaches to the study of language and identity: Assembling the posthuman subject. Curriculum Inquiry, 45(3), 249–265. doi: 10.1080/03626784.2015.1031059
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
- Delgado, R., & Stefancic, H. (2012). Critical race theory: An introduction (2nd ed.). New York: New York University Press.
- Dillabough, J., & Kennelly, J. (2010). Lost youth in the global city: Class, culture and the urban imaginary. New York: Routledge.
- Edelman, L. (2004). No future: Queer theory and the death drive. Durham: Duke University Press.
- Gaztambide-Fernández, R. A. (2013). Why the arts don't do anything: Toward a new vision for cultural production in education. Harvard Educational Review, 83(1), 211–236. doi: 10.17763/haer.83.1.a78q39699078ju20
- Guattari, F. (2013). Schizoanalytic cartographies. London: Bloomsbury.
- Haritaworn, J. (2015). Decolonizing the non/human. GLQ: A Journal of Lesbian and Gay Studies, 21(2), 210–213.
- Jackson, Z. I. (2013). Animal: New directions in the theorization of race and posthumanism. Feminist Studies, 39(3), 669–685.
- Luciano, D., & Chen, M. Y. (2015). Introduction: Has the queer ever been human? GLQ: A Journal of Lesbian and Gay Studies, 21(2), iv–207.
- Manning, E., & Massumi, B. (2014). Thought in the act: Passages in the ecology of experience. Minneapolis: University of Minnesota Press.
- Massumi, B. (2002). Parables for the virtual. Durham: Duke University Press.
- McMillan, U. (2015). Objecthood, avatars, and the limits of the human. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 224–227.
- Mignolo, W. D. (2011). Geopolitics of sensing and knowing: On (de)coloniality, border thinking and epistemic disobedience. Postcolonial Studies, 14(3), 273–283. doi: 10.1080/13688790.2011.613105
- Mishra Tarc, A. (2015). Literacy of the other renarrating humanity. Albany: State University of New York Press.
- Mullen, H. R. (2014). Urban tumbleweed: Notes from a tanka diary. Minneapolis: Gray Wolf Press.
- Muñoz, J. E. (2015). Theorizing queer inhumanisms: The sense of brownness. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 209–213.
- Nyong’o, T. (2015). Little monsters: Race, sovereignty, and queer inhumanism in beasts of the southern wild. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 249–272.
- Patel, L. (2016). The irrationality of antiracist empathy. English Journal, 106(2), 81–84.
- Puar, J. K. (2012). “I would rather be a cyborg than a goddess”: Becoming-intersectional in assemblage theory. philoSOPHIA, 2(1), 49–66.
- Puar, J. K. (2017). The right to maim: Debility | capacity | disability. Durham: Duke University Press.
- Ellsworth, E. (1996). Situated response-ability to student papers. Theory into Practice, 35(2), 138–143. doi: 10.1080/00405849609543714
- Searls Giroux, S. (2010). Sade's revenge: Racial neoliberalism and the sovereignty of negation. Patterns of Prejudice, 44(1), 1–26. doi: 10.1080/00313220903507594
- Seshadri, K. R. (2012). HumAnimal: Race, law, language. Minneapolis: University of Minnesota Press.
- Sharma, N. (2015). Strategic anti-essentialism: Decolonizing decolonization. In K. McKittrick (Ed.), Sylvia Wynter: On being human as praxis (pp. 164–182). Durham: Duke University Press.
- Simon, R. (2011). On the human challenges of multiliteracies pedagogy. Contemporary Issues in Early Childhood, 12(4), 362–366. doi: 10.2304/ciec.2011.12.4.362
- Simon, R. (2013). “Starting with what is”: Exploring response and responsibility to student writing through collaborative inquiry. English Education, 45(2), 115–146.
- Simon, R. (2015). “Just don’t get up there and ‘Dangerous Minds’ us”: Taking an inquiry stance on adolescents’ literacy practices in urban teacher education. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools (pp. 235–251). New York: Springer.
- Simpson, A. (2007). On ethnographic refusal: Indigeneity, “voice,” and colonial citizenship. Junctures, 9, 67–80.
- Snaza, N., & Sonu, D. (2016). Borders, bodies, and the politics of attention. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. 29–42). New York: Peter Lang.
- Snaza, N., Sonu, D., Truman, S. E., & Zaliwska, Z. (2016). Introduction: Re-attuning to the materiality of education. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. xv–xxxiii). New York: Peter Lang.
- Somerville, M. (2013). Place, storylines and the social practices of literacy. Literacy, 47(1), 10–16. doi: 10.1111/j.1741-4369.2012.00677.x
- Springgay, S. (2011). The ethico-aesthetics of affect and a sensational pedagogy. Journal of the Canadian Association for Curriculum Studies, 9(1), 66–82.
- Springgay, S., & Truman, S. E. (2017a). A transmaterial approach to walking methodologies: Embodiment, affect and a sonic art performance. Body & Society, 23(4), 27–58. doi: 10.1177/1357034X17732626
- Springgay, S., & Truman, S. E. (2017b). Stone walks: Inhuman animacies and queer archives of feeling. Discourse: Studies in the Cultural Politics of Education, 38(6), 851–863. doi: 10.1080/01596306.2016.1226777
- Springgay, S., & Truman, S. E. (2018a). On the need for methods beyond proceduralism: Speculative middles, (in) tensions, and response–ability in research. Qualitative Inquiry, 24(3), 203–214. doi: 10.1177/1077800417704464
- Springgay, S., & Truman, S. E. (2018b). Walking methodologies in a more-than-human world. New York: Routledge.
- Stryker, S. (2015). Transing the queer (in)human. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 227–230.
- Tallbear, K. (2015). An Indigenous reflection on working beyond the human/not human. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 230–235.
- Todd, Z. (2016). An Indigenous feminist’s take on the ontological turn: ‘Ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4–22. doi: 10.1111/johs.12124
- Truman, S. E. (2016a). Intratextual entanglements: Emergent pedagogies and the productive potential of texts. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. 91–108). New York: Peter Lang.
- Truman, S. E. (2016b). Becoming more than it never (actually) was: Expressive writing as research-creation. Journal of Curriculum and Pedagogy, 13(2), 136–143. doi: 10.1080/15505170.2016.1150226
- Truman, S. E. (2017). Speculative methodologies & emergent literacies: Walking & writing as research-creation (Unpublished doctoral dissertation). University of Toronto, Canada.
- Truman, S. E., & Shannon, D. B. (2018). Queer sonic cultures: An affective walking-composing project. Capacious: Journal of Emerging Affect, 1(3). Online first. http://capaciousjournal.com/article/queer-sonic-cultures/
- Truman, S. E., & Springgay, S. (2015). The primacy of movement in research-creation: New materialist approaches to art research and pedagogy. In M. Laverty & T. Lewis (Eds.), Art’s teachings, teaching’s art: Philosophical, critical, and educational musings (pp. 151–164). New York: Springer.
- Tuck, E., & Gaztambide-Fernández, R. (2013). Curriculum, replacement and settler futurity. Journal of Curriculum Theorizing, 29(1), 72–89.
- Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223–247). Thousand Oaks: Sage Publications.
- van der Klaauw, B., & Ooserbeek, H. (2013). Ramadan, fasting and educational outcomes. Economics of Education Review, 34, 219–226. doi: 10.1016/j.econedurev.2012.12.005
- Wynter, S. (1984). The ceremony must be found: After humanism. Boundary 2, 12–13(1), 19–70. doi: 10.2307/302808
- Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation—An argument. CR: The New Centennial Review, 3(3), 257–337. doi: 10.1353/ncr.2004.0015
- Wynter, S. (2007). Human being as noun? Or being human as praxis? Towards the autopoietic turn/overturn: A manifesto. Retrieved from https://www.scribd.com/document/329082323/Human-Being-as-Noun-Or-Being-Human-as-Praxis-Towards-the-Autopoietic-Turn-Overturn-A-Manifesto#from_embed
- Wynter, S., & McKittrick, K. (2015). Unparalleled catastrophe for our species? Or, to give humanness a different future: Conversations. In K. McKittrick (Ed.), Sylvia Wynter: On being human as praxis (pp. 9–89). Durham: Duke University Press.
- Yasin, W. M., Khattak, M. M. A. K., Mamat, N. M., & Bakar, W. A. M. A. (2013). Does religious fasting affect cognitive performance? Nutrition & Food Science, 43(5), 483–489.