Abstract Early Cold War professional communication teachers anticipated posthumanist awareness in our culture. They were also granted more agency for progressive action than many of their contemporaries. By showing the different ways that these scholars responded to their posthuman situation, this study articulates how posthumanist theory complicates the progressive notion of a student-centered classroom and, more importantly, explains what happens to the progressive project when it is more explicitly connected to posthumanism. Notes 1. See CitationBrooke (2000) for a thorough explanation of how posthumanism helps us move beyond ludic quietism.

Because the ideological and methodological aims of post-process theory could distort the progressive agenda that has been connected to composition since the early twentieth century, we must look at this theory through the historical lens that Weaver and Hairston provide in order to maintain the progressive potential of post-process theory.