ABSTRACT
This chapter focuses on the relations humans have with dogs as an example of educational relationality, since this species could be the one that is most entangled with humans. It also focuses on the use of dogs in animal-assisted literacy projects. The chapter discusses the use of animals and dogs in educational and other practices. It presents embodied aspects of literacy dogs. Hence, the main focus of animals in educational settings is also based on a therapeutic discourse. The problem with the psychological framing is that it is a problem solver, and animals are used as part of a therapeutic program. The posthuman analysis helps us understand the complex origin of the common history of dogs and humans. Educational relationality is a project for decentering a subject-centered view of education and replaces it with relational activities and ongoing transformations. Educational relationality follows Scott B. Waltz's post-anthropocentric approach but stresses that the dog is an educational relata.
