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Papers by Professor Karin Murris

Routledge eBooks, Nov 28, 2021

Children's Geographies, Jul 11, 2022

Routledge eBooks, Nov 28, 2021

Routledge eBooks, Dec 28, 2020

Routledge eBooks, Nov 28, 2021

SpringerBriefs in Education

A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 2021

Thinking: The Journal of Philosophy for Children, 1992

Routledge eBooks, Nov 28, 2021

Children's Geographies, Jul 11, 2022

Routledge eBooks, Nov 28, 2021

Routledge eBooks, Dec 28, 2020

Routledge eBooks, Nov 28, 2021

SpringerBriefs in Education

A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 2021

Thinking: The Journal of Philosophy for Children, 1992

Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions... more Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research.

Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different – more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood.

The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.

Review of The Posthuman Child

Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. ... more Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

Contents
Introduction: Censorship and Controversy in the Classroom Part One: Provocative Picturebooks 1. Playing with Dangerous Picturebooks 2. Not So Innocent Picturebooks 3. From Philosophical Novels to Picturebooks 4. Picturebooks as Philosophical Texts 5. Emotions and Picturebooks 6. Literary and Philosophical Responses to Picturebooks Part Two: Being Child 7. Slippage Between Realms 8. Talking Dogs and Moving Bears: The Realm of Meaning 9. Philosophy, Adult and Child 10. Authenticity of Knowledge and Understanding Part Three: Philosophical Listening 11. Listening and Juggling in Philosophical Space 12. Listening and Not Listening in Schools 13. Towards a Critical Practice of Philosophical Listening. Appendix A: List of Picturebooks Discussed in the Book

The Routledge International Handbook of Philosophy for Children This rich and diverse collectio... more The Routledge International Handbook of Philosophy for Children

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world.

The internationally-sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example:

• historical perspectives on the field
• democratic participation and epistemic, pedagogical and political relationships
• philosophy as a subject and philosophy as a practice
• philosophical teaching across the curriculum
• embodied enquiry, emotions and space
• knowledge, truth and philosophical progress
• resources and texts for philosophical inquiry
• ethos and values of P4C practice and research.

The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and pedagogy.

Maughn Rollins Gregory is Professor of Educational Foundations at Montclair State University, USA.
Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK.
Karin Murris is Professor at the School of Education, University of Cape Town, South Africa.

Book review by Prof Vivienne Bozalek (University of the Western Cape)

The Posthuman Child combats institutionalised ageist practices in primary, early childhood and te... more The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses.

Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children.

Description Contemporary picturebooks open up spaces for philosophical dialogues between people ... more Description
Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

Video Journal of Education and Pedagogy, 2019

The authors of this special issue regard video recording not as an objective, neutral methodologi... more The authors of this special issue regard video recording not as an objective, neutral methodological tool (epistemologically, ethically or politically), but as ‘seeing with the camera’. The eyes of different organisms or machines ‘see’ differently. Therefore, objectivity involves understanding “how these different visual systems work, technically, socially, and psychically” (Haraway, 1988, p. 583). Their articles have been sequenced in the order of their appearance in this introduction. Resisting the urge to summarise and categorise each video article and explain how they contribute to the theme of the special issue, this introduction offers a flavour of new ideas or concepts brought into existence by the texts – provocations for another way of thinking/doing/becoming. The nine contributions are introduced organically, woven into our text as an affirmative way of highlighting and bringing to life our more theoretical wanderings. All video articles can be downloaded on the site for free:

Research after the Child: Engaging with Posthumanist and New Materialist Methodologies, 2020

‘Child as iii ’ is the reconfiguration of child as posthuman child, the child who is always in a ... more ‘Child as iii ’ is the reconfiguration of child as posthuman child, the child who is always in a process of becoming with others and with the world. Decentering the child unsettles voice and identity as something humans ‘have’ with agency as something inside and outside the acting, human body at the same time.
Karin Murris’ interview elaborates on the “posthuman” child, as well as decolonizing teacher education. Inspired by the work of Karen Barad, Karin speaks profoundly about reading and writing diffractively. For Karin, diffraction in research means that instead of finding an “answer,” diffraction opens up different possibilities to think through and create new realities, which is often experiential and intuitive. She reminds us that the boundaries between culture and nature, the micro and macro, are also human-made (following Barad) which has important implications for research and how we understand the child. We found her discussion of “Laika” (introduced in her book The Posthuman Child) extremely moving in this interview, as it prompted discussions for us about child–animal relations, ethics, and difference. Her neologism “iii” instead of the human “I,” which she discusses in this interview, also challenged us to think about how the “I” is often so present in posthuman work. Karin’s “iii” forces us to read differently, something we often talk and write a lot about, but often struggle to put into practice.

In this chapter we give an account of our philosophical engagement with picturebooks, a ground-br... more In this chapter we give an account of our philosophical engagement with picturebooks, a ground-breaking genre of literature-art, our identification of criteria for picturebook selection, and our exposition of picturebooks as philosophical texts (Murris 1992, 1997; Haynes 2007; 2008; Haynes & Murris 2012; Murris 2016). We reflect on the wider contestation about literature, art, reading, childhood and how this is reflected in the portrayal and enactment of adult:child relations.

In this paper iii explore what child is (and is not) in the light of a posthumanist ontology and ... more In this paper iii explore what child is (and is not) in the light of a posthumanist ontology and epistemology. One of the new thoughts that e/merges from my diffractions with Karen Barad’s (2007, 2014) relational materialism is to use the pronoun ‘iii’ to express subjectivity or ‘bodymindmatter’. Instead of ‘I’ or even ‘i’, the proposition is to use the ‘iii’ as a continuous material-discursive reminder to challenge the binary discourses we inhabit; this is to help open up alternative, non-dichotomous understandings of child subjectivity.

This chapter is an introduction to philosophy with children in the South African context

In: Theodoropoulou K. Elena (coord., pref., transl.) Philosophy, philosophy, are you there?. Doing philosophy with children. Athens. Diadrasi editions/ Philosophy and Child Series (editors: Theodoropoulou K.E. & Gregory M.)

Philosophy in Children's Literature, Jan 1, 2011

Philosophy in schools, Jan 1, 2008

In: Geschwindt, S. Am I right or Am I right? Calgary, Trafford, pp 85-106., 2006

Holderness, J, and B. Lalljee (eds.) An Introduction to Oracy; Frameworks for Talk. London, Cassell, pp. 137-155., 1998

The Doctorate: Stories of knowledge, power and becoming” (ed. Tony Brown). Bristol, ESCalate Higher Education Academy, 2009

In: Morele Oordeelsvorming en de Integere Organisatie. Damon, 2006

Thinking: the journal of philosophy for children, 2012

Filosofar aprender e ensinar. Belo Horizonte, Autentica Editora Ltda, pp 173-189, 2012

Filosofar aprender e ensinar. Belo Horizonte, Autentica Editora, pp 199-221, 2012

Thinking through Dialogue, Oxted, Practical Philosophy Press, 2000

… in Philosophical Practice: The Proceedings of the …

philosophy-of-education.org

Online, retrieved, Jan 1, 2009

lifelong.ed.ac.uk

Creating awareness of the moral dimension of decisions and the connected ethical challenges and r... more Creating awareness of the moral dimension of decisions and the connected ethical challenges and responsibilities of professional roles, it supports a better understanding of how ethical dilemmas arise in everyday life in relationships with those around us, and how ...