This article makes an argument for an economic geographical pedagogy that is post-disciplinary, emphasizing non-hierarchical, student-based knowledge, disciplinary interconnectedness, epistemological plurality, and material embodiedness and embeddedness. Key to this conception of economic geographical pedagogy are recent writings of Timothy Mitchell and especially Donna Haraway. The paper discusses several projects and exercises employed by the author in an economic geography course to exemplify, and to persuade students of the merits of, a post-disciplinary approach to the subject.