In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze’s nomadic change makers toward posthuman futures.

Anthropogenic climate change and the necessary transformation of society to mitigate its consequences constitutes an unprecedented educational challenge. Responding to the climate emergency and to society’s awakening climate activism generates a complex situation for school leadership in particular. Here, we report findings from our research with climate activist students and teachers in Aotearoa New Zealand. We argue that school leadership plays a crucial role in enabling student and teacher agency and the development of effective Climate Change Education in schools. We utilise assemblage thinking, situating this within the new materialisms, to conceptualise schools and their leadership as dynamic assemblages, and we discuss teacher and student experiences as actors across such assemblages. We conclude that deterritorialisation and decoding of educational institutions and their leadership practices can promote and enable education to become a driver of the cultural transformation of society that the climate emergency mandates.

In Brazil, as in most countries, history and natural history museums are the repositories of rich collections of excavated archaeological material. One of the major challenges in working with these collections is the paucity of information available regarding the original excavations, which raises important questions that archaeologists and museum studies professionals have been grappling with for several decades: what interpretive value do these collections have without any contextual information, and are they worth maintaining in museum archives that are facing continuing crises in space and resources? This article uses the concepts of entanglement and assemblage to discuss a collection of ceramics excavated from one of the first Spanish Jesuit missions in colonial Paraguay, San Ignacio Miní (1610–1631), and housed at the Museu Paranaense in Curitiba, Brazil. Despite the lack of contextual information from the 1963 excavation, we can begin to explore the entangled pasts, present, and future of these objects by tracing the trajectory of the collection from the initial formation through excavation and contemporary analysis. Innovative approaches are needed to address methodological and theoretical concerns in analyzing archaeological museum collections to ensure that the knowledge and potential insights entangled in these collections are not lost.

In this paper we explore ancient DNA (aDNA) as a powerful new technique for archaeologists. We argue that for aDNA to reach its full potential we need to carefully consider its theoretical underpinnings. We suggest that at present much aDNA research rests upon two problematic theoretical assumptions: first, that nature and culture exist in binary opposition and that DNA is a part of nature; second, that cultures form distinct and bounded identities. The nature–culture binary, which underpins much aDNA research, not only is a misunderstanding of our world but also results in placing archaeology and material culture in a secondary and subservient position to science and aDNA. Viewing cultures as distinct and bounded creates exclusionary, simplistic and singular identities for past populations. This stands in contrast to the work of social scientists, which has revealed identity to be complex, multiple, changing and contradictory. We offer a new way forward drawing upon assemblage thinking and post-humanism. This allows us to consider the messy and complex nature of our world and of human identities, and demands that we expect equally messy and complex results to emerge when we bring aDNA into conversation with other forms of archaeological evidence.

It is proposed that assemblage theory offers the possibility of exploring archaeological evidence in innovative ways, in order to write alternative narratives of urban development. By combining historical and archaeological scholarship with work in contemporary urban geography, it is proposed that the concept of urban decline in the later Middle Ages is problematic and a more fruitful alternative approach would be to focus on the transformation of urban assemblages. These ideas are explored by drawing upon archaeological evidence from Southampton, UK.

Drawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.