Teaching and learning voluntary networks
- Reggio Cape Town is a network of shared practice, experience and further enquiry of the Reggio Emilia approach to education. We meet once a month to connect with readings and share examples as co-teachers and co-researchers in education. We have schools in PE as well as Johannesburg who meet with us online during our network meetings which happen between 10:00 - 12:00 on the third Saturday of every month. For more info contact Joanne Peers 0718827354 or email email@example.com
- Philosophy for/with Children (P4WC) - P4WC emphasises the importance of enquiry/questioning skills, imaginative and meaningful dialogue and careful reasoning/reflection in the process of education. It aims to improve participants’ ability to think creatively, critically, caringly and collaboratively through well-guided dialogue. The teacher’s role is that of facilitator (or ‘difficultator’) and the class learns to evolve as a community of enquiry, defined as a rigorous, democratic and reflective approach to discussion built up over time with the same group of students. This powerful pedagogy reinvigorates learning and teaching experiences.
- Mindboggles: Experience a community of philosophical enquiry
- Date Cape Town: The first Saturday of every month.
- Venue: School of Education Staffroom, 5th floor, Neville Alexander Building.
- Time: 9:30-11:30am (Between 8.30-9.30am we read a P4C text)
- Email: firstname.lastname@example.org
- Facebook: Philosophy with Children - Cape Town
- Add your name to the Database P4WC network: contact: Bilqis Deaney: email@example.com
- Murris, K. (2016) The Posthuman Child: Educational Transformation through Philosophy with Picturebooks. Contesting Early Childhood Series (eds G. Dahlberg and P. Moss). London: Routledge
- Haynes, J & Murris, K. (2012) Picturebooks, Pedagogy and Philosophy. New York: Routledge Research in Education.
- Murris, K. & Haynes, J. (2018) (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently. London and New York: Routledge Research Monographs Series.
- Rollins Gregory, M., Haynes, J. & Murris, K. (2017) (Eds.) The Routledge International Handbook of Philosophy for Children. London: Routledge.
Special Issues - accredited journals
- Murris, K. & Kell, C. (2016) (Eds) Imagination and Literacy. Special Issue: Reading & Writing. (7(2). On-line journal. Accessible on: http://www.rw.org.za/index.php/rw
- Haynes, J & K. Murris (2013) (Eds.) Child as Educator. Special Issue: Studies in Philosophy of Education. Vol 32 (3) May 2013
Creative academic productions
Articles in international peer-reviewed journals
[Copies of Articles: https://uct.academia.edu/KarinMurris]
- Murris, K. & Bozalek, V. (2019; in press) Diffraction and Response-able Reading of Texts: The Relational Ontologies of Barad and Deleuze. International Journal for Qualitative Studies in Education. https://doi.org/10.1080/09518398.2019.1609122
- Murris, K. (2019) Children’s Development, Capability Approaches and Postdevelopmental Child: The Birth to Four Curriculum in South Africa. Global Studies of Childhood. 9 (1), March 2019: 1-16. doi.org/10.1177/2043610619832894
- Murris, K. & Bozalek, V. (2019) Diffracting diffractive readings of texts as methodology: some propositions. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2019.1570843
- Murris, K. (2018) ‘Keeping the question ‘what comes after postmodernism?’ open’. In M. Peters, L. Jackson and M.Tesar (Eds.) Special Issue Educational Philosophy and Theory. 10.1080/00131857.2018.1461413
- Murris, K., Reynolds, R. & Peers, J. (2018) Reggio Emilia inspired philosophical teacher education in the Anthropocene: Posthuman child and the family (tree). In Journal of Childhood Studies: Interdisciplinary Dialogues in Early Childhood Environmental Education Special Issue, 43 (1): 15-29.
- Cassidy, C., Conrad, S-J., Daniel, M-F, Figueroia-Rego, M., Kohan, W., Murris, K., Xiaoling, W. & Zhelyazkova, T. (2017) Being Children: Children’s Voices on Childhood. International Journal of Children’s rights. 25: 698-715.
- Murris, K. (2017) Learning as ‘Worlding’: decentring Gert Biesta’s ‘non-egological’ education. Childhood & Philosophy. 13(28): pp. 453-469. doi: 10.12957/
- Murris, K. (2017) Reconfiguring educational relationality in education: the educator as pregnant stingray. Journal of Education. Issue 69: pp. 117-138.
- Murris, K. (2017) Reading two rhizomatic pedagogies diffractively through one another: a Reggio inspired philosophy with children for the postdevelopmental child. Pedagogy, Culture & Society. 25(4): 531-550. DOI: 10.1080/14681366.2017.1286681
- Haynes, J, & Murris, K. (2017) Intra-Generational Education: imagining a post-age pedagogy. Educational Philosophy and Theory. 49 (10): pp. 971-983.
- Murris, K. (2016) Philosophy with Picturebooks. Encyclopedia of Educational Philosophy and Theory. M. Peters (Ed). Published on-line first: doi:10.1007/978-981-287-532-7_164-1
- Murris, K. (2016) Philosophy with Children: Part of the Solution to the Early Literacy Crisis in South Africa. European Early Education Research Journal. (Published on-line 6/11/2014). 24 (5), 652-667. doi.org/10.1080/1350293X.2014.970856
- Murris, K. (2015) Listening-as-usual: a response to Michael Hand. Studies in Philosophy and Education.34 (3):331–335. doi: 10.1007/s11217-015-9467-2
- [response to: Hand, M. (2015). What do kids know? A response to Karin Murris. Studies in Philosophy and Education. doi:10.1007/s11217-015-9464-5.]
- Murris, K. (2015) Posthumanism, philosophy with children and Anthony Browne’s Little Beauty. Bookbird: A Journal of International Children's Literature 53(2):59-65.
- Murris, K (2015) The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education 35(1):63–78.
- Murris, K. (2014) Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura’s Angry Arthur. Children’s Literature in Education 45(2): 145-165. 10.1007/s10583-013-9205-8
- Haynes, J. & K. Murris (2013) Child as Educator: Introduction to the Special Issue. Special Issue: Studies in Philosophy and Education, 32(3):217-227
- Haynes, J. & K. Murris (2013) The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children. In Costello, P (Ed.) Special Issue: Developing Children’s Thinking in Early Childhood Education. Early Child Development and Care,183(8):1084-1100
- Murris, K. (2013). The epistemic challenge of hearing child’s voice [Special issue]. Studies in Philosophy and Education, 32(3):245–259
- Murris, K. (2012) Student Teachers Investigating the Morality of Corporal Punishment in South Africa. Ethics and Education, 7(1), pp 45-59
- Haynes, J. and Murris, K. (2011) The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children. In: Vansieleghem, N. and Kennedy, D. Philosophy for Children in Transition: Problems and Prospects. Special Issue: Journal of Philosophy of Education, 45(2), 285-303
- Murris, K (2008). ‘Philosophy with Children, The Stingray and the Educative Value of Disequilibrium’. In: R. Cigman and A . Davis (eds). Special Issue Journal of Philosophy of Education, Vol. 42, No. 3-4, pp 667-685. Also, published as a chapter in New Philosophies of Learning (2009).
- Murris, K. (2000) ‘Can Children Do Philosophy?’.Journal of Philosophy of Education, Vol 34, Issue 2, pp 261-279.
Chapters in international peer-reviewed books
- Murris, K. and Borcherds, C. (2019; in press). ‘Body as transformer: Reconfiguring ontology and epistemology in a foundation phase teacher education course’. In Taylor, C & Bayley, A (Eds). Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research.
- Murris, K. and Borcherds, C. (2019; in press). ‘Childing: A different sense of time’. In D. Hodgins (ed.) Feminist Post-Qualitative Research for 21st Childhoods. London: Bloomsbury Academic.
- Murris, K. (2018) ‘Posthumanism, de/colonizing education and child(hoods) in South Africa’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 25-50. London and New York: Routledge Research Monographs Series.
- Murris, K. with Haynes, J. (2018) ‘Philosophical playthinking in a South African literacy ‘classroom’’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 3-25. London and New York: Routledge Research Monographs Series.
- Murris, K. & Haynes, J. (2018) ‘Philosophy for Children: a postdevelopmental relationality. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 50-64. London and New York: Routledge Research Monographs Series.
- Murris, K. & Haynes, J. (2018) ‘The ‘classroom’ and posthuman research methodologies’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 64-85. London and New York: Routledge Research Monographs Series.
- Murris, K. & Crowther, J. (2018) ‘Digging and diving for treasure: erasures, silences and secrets’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 149-173. London and New York: Routledge Research Monographs Series.
- Murris, K. & Babamia, S. (2018) ‘Bodies with legs: ‘fidgeting’ and how recording practices matter’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently, 110-121. London and New York: Routledge Research Monographs Series.
- Murris, K. (2018) ‘Choosing a picturebook as provocation in teacher education: the ‘posthuman family’’. In C. R. Kuby, K. Spector & J. J. Thiel (eds.). Posthumanism and Literacy Education: Knowing/Becoming/Doing Literacies. New York: Routledge.
- Murris, K. (2018) ‘Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary’. In A. Cutter-Mackenzie, K. Malone, E. Barratt Hacking (eds.) Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature Research. pp.1-25. Dordrecht: Springer International Handbooks of Education.
- Murris, K. & Muller, K. (2018) ‘Finding Child Beyond ‘Child’: A Posthuman Orientation to Foundation Phase Teacher Education in South Africa’. In Bozalek,V., Braidotti, R., Zembylas, M. and Shefer,T. (Eds) Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education. 151-171. London: Palgrave MacMillan.
- Murris, K. (2018) ‘The Ugly and Violent Removal of the Cecil Rhodes Statue at a South African University: A Critical Posthumanist Reading’. In S.Travis, A.M. Kraehe, E.J. Hood & T.E. Lewis (Eds.) S.Travis, A.M. Kraehe, E.J. Hood & T.E. Lewis Pedagogies in the Flesh: Teaching, Learning, and the Embodiment of Sociocultural Differences in Education.. 183-188. London: Palgrave Macmillan
- Murris, K. (2017) ‘P4C with Picturebooks’ (Interview). In S. Naji & R. Hashim (eds) History, Theory and Practices of Philosophy for Children: International Perspectives. 81-86. New York and London: Routledge.
- Murris, K. (2017) ‘The posthuman child: iii’. Philosophy of Childhood: Exploring the Boundaries. Eds D. Kennedy & B. Bahler. 185-197. Lexington Books
- Haynes, J. & Murris, K. (2017) Readers and Readings of Texts in Philosophy for Children. In Rollins Gregory, M., Haynes, J. & Murris, K. (Eds.) The Routledge International Handbook of Philosophy for Children. 171-179. London: Routledge.
- Murris, K. (2016). School ethics with student teachers in South Africa: an innovative educational Intervention. The Palgrave International Handbook of Alternative Education (Lees, H. E. & Noddings., N, Eds.). 195-211. London: Palgrave Macmillan
- Murris, K. (2015) Case study contribution to: Larson, J. & J. Marsh (2005) Making Literacy Real, Theories and Practices for Learning and Teaching. London, Sage Publications. pp 144-162
- Murris, K. (2014) (in Greek) Philosophy with Picturebooks: Children as Semiotic Engagers. 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.) pp 275-291
- Murris, K. (2011) Is Arthur’s Anger Reasonable. In: Costello, P (ed). Philosophy and Children’s Literature. New York, Rowan & Littlefield. pp 135-153
- A contribution to a chapter in Haynes, J. (2009) ‘Living PhD: Metaphors of Research, Writing and Supervision’. The Doctorate: Stories of knowledge, power and becoming” (ed. Tony Brown). Bristol, ESCalate Higher Education Academy. Downloadable from: www.escalate.ac.uk/6550. pp 26-32
- Murris, K (2009). ‘Philosophy with Children, The Stingray and the Educative Value of Disequilibrium’. R. Cigman and A .Davis (eds) New Philosophies of learning. Oxford, Wiley/Blackwell
- Murris, K (2009). ‘Autonomous and Authentic Thinking through Philosophy with Picturebooks’. M. Hand & C. Winstanley (eds) Philosophy in Schools. London: Continuum. pp 105-118
- Murris, K (2006) ‘Cultiveren Van De Moed Om Het Juiste Te Doen’; In: J. Delnoij, J. Laurier & F Geraedts (eds) Morele Oordeelsvorming en de Integere Organisatie, Damon. pp 152-177
- Murris, K (2003) ‘Socratic Dialogue in Mainstream Education in British Schools’; In: P. Shipley and H. Mason (Eds) Ethics and Socratic Dialogue in Civil Society. Munster, LIT Verlag. pp 132-140
Articles in domestic peer-reviewed journals
- Murris, K. (2016) ‘#Rhodes Must Fall: A Posthumanist Orientation to Decolonising Higher Education Institutions’. Special Issue on Critical posthumanism, new materialisms, and the affective turn for socially just pedagogies in higher education. Eds V. Bozalek & M. Zembylas. South African Journal of Higher Education. 30(3): 274-294.
- Murris, K. & Kell, C. (2016) Imagination and literacy: Introduction to the special issue. Reading & Writing. 7(2), 5 pages. doi: 10.4102/rw.v7i2.13
- Murris, K. & Thompson, R. (2016) Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom, Reading & Writing 7(2), 11 pages. doi: 10.4102/rw.v7i2.127
- Murris, K. & Ranchod, V. (2015) Opening up a philosophical space in early literacy with Little Beauty by Anthony Browne and the movie King Kong, Reading & Writing 6(1), Art. #69, 10 pages. http://dx.doi. org/10.4102/rw.v6i1.69
- Murris, K. & Verbeek, C. (2014) A foundation for foundation phase teacher education: making wise educational judgements. South African Journal of Childhood Education 4(2):1-17
- Murris, K. (2014) Corporal punishment and the pain provoked by the community of enquiry pedagogy in the university classroom, Africa Education Review, 11:2, 219-235,DOI: 10.1080/18146627.2014.927158
- Murris, K. (2013) Reading the World, Reading the Word: Why Not Now Bernard is Not A Case Of Suicide, but Self-killing. Perspectives in Education, 31(4):85-100
- Linington, V., Excell, L. & Murris, K. (2011) Education for participatory democracy: a Grade R perspective. In: S. Pendlebury (Ed.) Special Issue: Theorising Children’s Public Participation: Cross-disciplinary perspectives and their implications for education. Perspectives in Education Vol 29(1) p 36-46
- Murris, K. (2017) ‘Review essay: Propositions for posthuman teaching and research: a diffractive re-view of three books’. Critical Studies in Teaching and Learning (CrISTal): Special issue: ‘Ethics, care and quality in educational development'. 5(1): 103-109. doi.org/10.14426/cristal.v5i1.115.
- Murris, K. (2012) ‘Review: Talking about Feelings and Values with Children by Michael Schleiffer (with Cynthia Martiny)’; In: Thinking 20 (1&2):86-88.