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Abstract
Fueled by neoliberalism, the United States of America has entered the third decade of the 21st century in a state of divisiveness, mistrust, and inequity. Positioned as “the great equalizer,” it is no wonder that the nation’s schools are facing the same challenges. Accountability has become a mainstay in educational discourse and a highly contested term. It seems that educators and families alike want something different for students, yet the practice not only persists but it is in overdrive. It seems that no one can think outside of high-risk standardized accountability measures. Through post-qualitative methods such as “thinking with theory” and “concept as method” that were undertaken by a high school teacher-research in relationship with students enrolled in an Introduction to Women’s Literature this manuscript seeks to think differently for the various relations circulating throughout public schools. The findings suggest that not only is something different possible in public education but that an affirmative pedagogy informed by the Critical Posthumanities can open up countless opportunities for becoming with the world.