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Abstract
In this study, I utilize Rosi Braidotti’s Critical Posthumanism to theorize preservice social studies teachers’ beliefs and perceptions of what matter matters in social studies education as well as what an attention to material relation in social studies offers. The purpose of this project is to be responsive to preservice social studies teachers based on the politics of location, by mapping power, multiple becomings, and ethics in service of locating sites of rupture in supposedly totalizing subjectivities and relations. Through a posthuman sound and listening (Flint, 2021a, 2021b) with preservice social studies teachers, sites of rupture became audible, both in attention to essentialized conceptions of race and ethnicity as well as the relationship between Sport and social studies. The implications of this work highlight the need to query the taken for granted subjectification and roles associated with/in social studies education, particularly in the presentation and positioning of what matter matters implicitly and explicitly in social studies education (teacher preparation). Further, this research highlighted the utility of complexity, as it opens up sites of possibility for alternative figurations with/in social studies education (teacher preparation), in service to more sustainable social studies futures.