From this introductory clearing of socioecological ground, the touchstone concepts of the Anthropocene, Posthumanism, and Common Worlds as Creative Milieux orient the educator to a framing of contemporary socioecologies that are sensitively, aesthetically and mindfully attuned to the needs of deteritorialised learners, but perhaps more importantly to the needs of the planet. Acknowledging the epoch of the Anthropocene and the human actions that have given rise to it, not only raises consciousness, but positions all learning that occurs within this time/space moment. A posthumanist ethos positions all beings as ethically and morally equal, networks that inhabit the common worlds are occupied and engaged on Earth. These interpenetrating fields of relationships shape the emergent, generative and dynamic processes of socioecological learning.In such a conceptualisation, a flat ontology ensures that learners (and all of the materials, spaces, environments, histories, positionings, pedagogies and sentient beings they learn from, with and through) are acknowledged and engaged. Socioecological learning then, seeks a more ethical, critical and proactive process of dissembling, de-learning and de-imaging human dominance in education, dwelling in useful, imaginative and uncomfortable tensions and living relationships with the more-than-human. A post-Athropocene world might then be possible.