I had definitely not heard of phylomemetics before reading Nick Matzke's recent paper on the evolution of anti-evolution policies in Science. The concept is simple and incredibly clever: use tools developed for studying evolutionary relationships in biology to study the transmission of culture (i.e. the phylogenetics of memes). In this case, Matzke explores the relationships among anti-evolution legislation in the decade since the Kitzmiller v. Dover court case.
Matzke studied the text of more than 65 bills introduced to erode the teaching of evolution in classrooms. However, the most striking aspect of his results from my perspective are the implications for teaching students about global climate change. In essence, he finds that the introduction of a policy in Louisiana in 2006 is the origin of a much broader change in legislation, in that it now simultaneously targets evolution, human cloning and global warming. By including human cloning and global warming, the authors can deflect the idea that the reason to not teach evolution is founded solely on religious principles, which has been found to be unconstitutional. This should serve as a warning for science educators of all shapes and sizes.
It is not surprising that the anti-evolution movement continues to evolve. It is ironic that the tools developed to study evolution might contribute to the movement's undoing.