Things Fall(ing) Apart: Deconstructing Humanism for History Teaching in a Posthumanist Society

Abstract This study is a reflective analysis of the discursive construction of the social studies and the teaching of history from medieval scholasticism, through Enlightenment humanism, and into our posthumanist landscape. As an exploration of the foundations of Western thought, with an emphasis on humanism as it has historically affected construction of the social studies, this investigation focuses on theorists, praxis, curriculum development, and teacher identity. My research examined the pedagogical and curriculum choices for the teaching of history along with the intersection of the humanities and humanism from the Enlightenment through the criticalities of the 20th century, and into 21st century posthumanist theory. Focusing primarily on educational and philosophical thought through the lens of humanism as it interweaves with humanities pedagogy, praxis, and teacher identity particularly in times of disruption or upheaval, this inquiry surveys the changing academic landscape as it has influenced the mastery of historical literacy within the classroom. In more recent times, the impact of posthumanist philosophy on classroom instruction is investigated through current discourse and inquiry. Utilizing a diffractive new materialist/feminist methodology (Barad, 2007), the theorists cited are read “through one another” rather than being situated within a time/space continuum or discussed comparatively. Blurring boundaries allows for a dialogic engagement or plática which speaks to the Bakhtinian concept of expanding on conversations that began millennia ago.