The influence of posthumanist philosophies--broadly defined to include theories such as Baradian new materialism, Deleuzian assemblage theory, Wynterian counterhumanism, Afro-futurism studies, Indigenous studies theories of nonhuman agency, and others--on education research has been increasing at an exponential rate. This chapter provides a review of this literature organized around the theme of ethical and political responsibility. It compares four genres of posthumanist inquiry: assemblage studies, cartographic studies, diffractive studies, and place-based research. It locates these genres on a continuum from descriptive to enactive forms of inquiry. The review concludes with an examination of three different conceptions of futurity that inform posthumanist reconceptualizations of research responsibility, suggesting research is most powerful when all three are attended to in research designs.