-
193The Epistemic Challenge of Hearing Child’s VoiceStudies in Philosophy and Education 32 (3): 245-259. 2013.Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child and adult. Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, …Read more
-
162Can children do philosophy?Journal of Philosophy of Education 34 (2). 2000.Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we sho…Read more
-
160The Routledge International Handbook of Philosophy for Children (edited book)Routledge. 2017.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’…Read more
-
111Picturebooks, pedagogy, and philosophyRoutledge. 2012.A CHOICE Outstanding Academic Title 2012! 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 phi…Read more
-
89Child as Educator: Introduction to the Special Issue (review)Studies in Philosophy and Education 32 (3): 217-227. 2013.
-
56The Provocation of an Epistemological Shift in Teacher Education through Philosophy with ChildrenJournal of Philosophy of Education 45 (2): 285-303. 2011.Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, present.
-
48Listening-as-Usual: A Response to Michael HandStudies in Philosophy and Education 34 (3): 331-335. 2015.In her book Epistemic Injustice: Power and the Ethics of Knowing , Miranda Fricker introduces the helpful notion of “identity prejudice” as “a label for prejudices against people qua social type” . She focuses on race, class and gender, and Michael Hand in his article What Do Kids Know? A response to Karin Murris is indeed correct when he states that I have applied her arguments to age as a category of epistemic exclusion.I argue that among the usual contenders of epistemic prejudices, we also n…Read more
-
46Diffracting diffractive readings of texts as methodology: Some propositionsEducational Philosophy and Theory 51 (14): 1504-1517. 2019.Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions re...
-
41‘Seeing’ with/in the world: Becoming-littleChildhood and Philosophy 17 01-23. 2021.Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn…Read more
-
31Student teachers investigating the morality of corporal punishment in South AfricaEthics and Education 7 (1). 2012.Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use …Read more
-
31Intra-generational education: Imagining a post-age pedagogyEducational Philosophy and Theory 49 (10). 2017.This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness …Read more
-
30Fifth International Conference on Philosophy in PracticeHistory and Philosophy of Logic 20 77. 1999.
-
28Right under our noses: the postponement of children's political equality and the NOWChildhood and Philosophy 17 01-21. 2021.Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as …Read more
-
26The ‘Wrong MessageThinking: The Journal of Philosophy for Children 19 (1): 2-11. 2008.This paper has arisen directly from the authors’ experiences of leading professional development for teachers in Philosophy with Children (P4C), a well-established approach to teaching that seeks to foster philosophical questioning, critical thinking, reasoning and dialogue. The paper expresses deep concern about the anxiety shown by many teachers regarding discussion of controversial issues in the classroom, and some teachers’ avoidance of open-ended dialogue about works of children’s literatur…Read more
-
25Can Children Do Philosophy?Journal of Philosophy of Education 34 (2): 261-279. 2000.Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we sho…Read more
-
18Learning as ‘worlding’: De-centring Gert biesta’s ‘non-egological’ educationChildhood and Philosophy 13 (28). 2017.
-
14In conversation with Karen Barad: doings of agential realism (edited book)Routledge, Taylor & Francis Group. 2023.In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad's agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduates, and researchers at a research event held in 2017 at Cape Town, South Africa.
-
12Philosophy with Children, the Stingray and the Educative Value of DisequilibriumJournal of Philosophy of Education 42 (3-4): 667-685. 2008.Philosophy with children (P4C)1 presents significant positive challenges for educators. Its ‘community of enquiry’ pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of ‘child’ and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions tha…Read more
-
9Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research. Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the boo…Read more
-
9The posthuman child: educational transformation through philosophy with picturebooksRoutledge, Taylor & Francis Group. 2016.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 studen…Read more
-
8Keeping the question ‘what comes after postmodernism?’ openEducational Philosophy and Theory 50 (14): 1600-1601. 2018.
-
8Body as Transformer: ‘Teaching Without Teaching’ in a Teacher Education CourseIn Carol A. Taylor & Annouchka Bayley (eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, Springer Verlag. pp. 255-277. 2019.A rapidly increasing number of books and articles are written about posthuman pedagogies in schooling, but practical pedagogical guidance for preparing student teachers in higher education for such a dramatic ontoepistemic shift is slow coming forward. Inspired by Rosi Braidotti’s idea of the body as a transformer, a relay point for the flow of energies, Karin Murris has designed a provocation in her university classroom that opens up possibilities for radically critiquing power and reconfigurin…Read more
-
8The Role of the Facilitator in Philosophical InquiryThinking: The Journal of Philosophy for Children 15 (2): 40-46. 2000.
-
6Philosophy with Preliterate ChildrenThinking: The Journal of Philosophy for Children 14 (4): 23-33. 1999.
-
1Beetle Crushers Lift the Lid on Mindless BehaviorThinking: The Journal of Philosophy for Children 10 (2): 30-38. 1992.
-
Introduction: Glimpsing the colours on the palette : ° ' " Slowing down together/apartIn Karin Murris & Vivienne Bozalek (eds.), In conversation with Karen Barad: doings of agential realism, Routledge, Taylor & Francis Group. 2023.
-
University of OuluProfessor
-
University of Cape TownRetired faculty