Abstract
In this theoretical article, posthumanist theories of education and Jain nonviolence are brought into conversation through a diffractive analysis. This co-consideration of texts produces a renewed sense of the relationships among humans, the more-than-human world, and (non)violence: relationships that can produce and be produced by various literacy practices. Emergent understandings relate to reimagining literacy as a distributed enactment, expanding critical literacy farther beyond recent calls for an affective turn, and recognizing the entanglement of literacy, nonviolence, and responsibility.