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With the publication of The Educational Significance of Human Animal and Non-Human Animal lnteractions: Blurring the Species Line, Suzanne Rice and A. G. Rud have delivered a valuable scholarly collection of voices that makes a real contribution to the emerging (and now burgeoning¹) critical literature on animals in education. As someone who has self-identified through his own work as an educational scholar-activist on animal advocacy issues for what—humbly, but shockingly—begins to approach two decades, I am especially honored to provide some closing remarks. As a critical theorist trained in the philosophy and history of education, I will attempt to do so by providing some of the historical context for this book as I know it, with an eye toward how this volume might then further open future intellectual and practical pathways for those in education to take up and reconsider in the coming years. It should go without saying that the various "radical possibilities' (Anyon, 2014) that I"ll summarize as potential human–animal research campaigns are at best some of the tendencies alive in the present moment, an educational moment that I believe is defined primarily by the movement-based inquiries that are being conducted by a variety of individuals, groups, and organizations concerned with the moral status of all animals, as well as with the interrogation of the different forms of sociocultural relationship between so-called human and non-human animals (especially as these are institutionally legitimated), which today further reproduce aspects of "earth democracy" (Shiva, 2005) or the "matrix of domination" (Collins, 2012) respectively.

DOI: 10.1057/9781137505255_14

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