This volume explores the ontological, epistemic, and political implications of rethinking time as a dynamic and irreversible force. Its authors seek to stimulate research in the sciences and humanities which highlight the temporal foundations.

All human life unfolds within a matrix of relations, which are at once social and biological. Yet the study of humanity has long been divided between often incompatible 'social' and 'biological' approaches. Reaching beyond the dualisms of nature and society and of biology and culture, this volume proposes a unique and integrated view of anthropology and the life sciences. Featuring contributions from leading anthropologists, it explores human life as a process of 'becoming' rather than 'being', and demonstrates that humanity is neither given in the nature of our species nor acquired through culture but forged in the process of life itself. Combining wide-ranging theoretical argument with in-depth discussion of material from recent or ongoing field research, the chapters demonstrate how contemporary anthropology can move forward in tandem with groundbreaking discoveries in the biological sciences.

This volume explores the ontological, epistemic, and political implications of rethinking time as a dynamic and irreversible force. Its authors seek to stimulate research in the sciences and humanities which highlight the temporal foundations.

Queer theory essays on time and becoming in the fields of literature, philosophy, film, and performance.

Violent Becomings conceptualizes the Mozambican state not as the bureaucratically ordered polity of the nation-state, but as a continuously emergent and violently challenged mode of ordering. In doing so, this book addresses the question of why colonial and postcolonial state formation has involved violent articulations with so-called ‘traditional’ forms of sociality. The scope and dynamic nature of such violent becomings is explored through an array of contexts that include colonial regimes of forced labor and pacification, liberation war struggles and civil war, the social engineering of the post-independence state, and the popular appropriation of sovereign violence in riots and lynchings.

Cartographies of becoming in education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. Cartographies of becoming in education: A Deleuze-Guattari Perspective is a response to problems posed by such forces. The problematic surrounding Deleuze-Guattari and education continues to grow. Diana Masny’s scholarship in this area is well known and appreciated through her many essays and books that develop MLT (Multiple Literacies Theory). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective continues her effort to broaden the notion of education and show its intersections with MLT. The series of essays do this by forming a number of ‘entries,’ five to be precise: politicizing education, affect and education, literacies and becoming, teacher-becomings, and deterritorializing boundaries. Each ‘entry’ explores the way an MLT inflected orientation enables us to further grasp the creative inventiveness of the Deleuze-Guattarian tool kit that can be applied to areas of music education, ethnography, art, drama, literacy, mathematics, landscape ecology, ethology and teacher education. It is a vivid illustration of the cartography that maps the rhizomatic movements that are taking place by international scholars who are deterritorializing education as a discipline of modernity. I highly recommend this collection of essays to those of us who are continually asking how might education be rethought through the unthought. It opens up new territories. – Jan Jagodzinski, University of Alberta, Author of Psychoanalyzing Cinema.

This original, field-changing collection explores the plasticity and unfinishedness of human subjects and lifeworlds, advancing the conceptual terrain of an anthropology of becoming. People's becomings trouble and exceed ways of knowing and acting, producing new possibilities for research, methodology, and writing. The contributors creatively bridge ethnography and critical theory in a range of worlds on the edge, from war and its aftermath, economic transformation, racial inequality, and gun violence to religiosity, therapeutic markets, animal rights activism, and abrupt environmental change. Defying totalizing analytical schemes, these visionary essays articulate a human science of the uncertain and unknown and restore a sense of movement and possibility to ethics and political practice. Unfinished invites readers to consider the array of affects, ideas, forces, and objects that shape contemporary modes of existence and future horizons, opening new channels for critical thought and creative expression. Contributors. Lucas Bessire, João Biehl, Naisargi N. Dave, Elizabeth A. Davis, Michael M. J. Fischer, Angela Garcia, Peter Locke, Adriana Petryna, Bridget Purcell, Laurence Ralph, Lilia M. Schwarcz