A growing number of studies have been investigating educational problems from the perspective of posthumanism. Posthumanism is about rethinking the relations between the human and nonhuman by challenging the anthropocentric thinking. Education scholars tend to regard posthumanism as critical social theories rather than theoretical frameworks for practice. The emergence of posthuman discourses in the field of education indicates a need for a pedagogy that represents the transformation. However, there is a lack of research on how posthuman pedagogy is defined, described, and practiced. This study presents findings from a conceptual analysis, which elucidates four characteristics of the idea of posthuman pedagogy. Based on these characteristics, we argue that posthuman pedagogy informs the rethinking of the relationships embodied in pedagogy and the reimagination of the dynamic practice of learning.