Publications

I have authored/co-authored more than 120 peer reviewed articles, and 9 books.

Books

Special Issues

Murris, K. & Osgood, J. (2022) (Eds) Risking Erasure? Posthumanist Research Practices and Figurations of (the) Child. Contemporary Issues in Early Childhood. 23 (3), Special Issue, September 2022. https://doi.org/10.1177/14639491221117761

 

Murris, K. & Menning, S.F. (2019) (Eds) Videography and Decolonizing Education. Special Issue: Video Journal of Education and Pedagogy. 4(1). On-line, open access journal. Accessible on: https://brill.com/view/journals/vjep/4/1/vjep.4.issue-1.xml

 

Murris, K. & Kell, C. (2016) (Eds) Imagination and Literacy. Special Issue: Reading & Writing. 7(2). On-line journal. Accessible on: https://rw.org.za/index.php/rw/issue/view/8


Haynes, J & K. Murris (2013) (Eds.) Child as Educator. Special Issue: Studies in Philosophy of Education. 32 (3) May 2013. https://link.springer.com/article/10.1007/s11217-013-9363-6

Selected Articles

2024

Reynolds, R-A., & Murris, K. (2024). Re-storying schools as “research sites” of climate change in the Chthulucene: diffractively reading through the land of a primary school in South Africa. The Journal of Environmental Education, 55(1), pp.52-63, DOI: 10.1080/00958964.2023.2259831

2023

Murris, K. (2023). ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years. European Early Childhood Education Research Journal, 31(5), 673-677, DOI: 10.1080/1350293X.2023.2250218.

 

Murris, K., & Bozalek, V. (2023). Introduction: Glimpsing the Colours on the Palette: ° _’ ” Slowing Down Together/ Apart. In K. Murris and V. Bozalek (Eds.). In Conversation with Karen Barad: Doings of Agential Realism, pp. 1-21. London: Routledge. 

 

Bozalek, V. & Murris, K. (2023). Temporal Diffraction:  A Constellation *** of ‘New’ Electrifying Insights in Conversation with Karen Barad. In K. Murris and V. Bozalek (Eds.). In Conversation with Karen Barad: Doings of Agential Realism, pp. 21-40. London: Routledge. 

 

Scott, F., Marsh, J., Murris, K., Ng’ambi, D., Thomsen, B. S., Bannister, C. Bishop, J., Dixon, K., Giorza, T. Hetherington, A., Lawrence, C., Nutbrown, B., Parry, B., Peers, J. and Scholey, E. (2023). An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom. International Journal of Play, 12(3), 349-374.

 

Murris, K., Scott, F.L., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., & Lawrence, C.  (2023) Researching Digital Inequalities in Children’s Play with Technology in South Africa. Learning, Media and Technology, 48(3), 542-555. https://doi.org/10.1080/17439884.2022.2095570 

 

Menning, S., & Murris, K., (2023). Reconfiguring the use of video in qualitative research through practices of filmmaking: A post-qualitative cinematic analysis. Qualitative Research. DOI:10.1177/14687941231206755

 

Biswas, T., Wall, J.,  Warming, H., Zehavi, O., Kennedy, D., Murris, K., Kohan, W., Saal, B., & Rollo, T. (2023) Childism and philosophy: A conceptual co-exploration. Policy Futures in Education. 0 10.1177/14782103231185178.

 

Sparrman, A., Hrechaniuk, Y., Smith, O.A., Andersson, K., Arzuk, D.,  Annerbäck, J., Bodén, L., Blaise, M., Castañeda, C., Coleman, R., Eßer, F., Finn, M., Gustafsson, D., Holmqvist, P., Josefsson, J., Kraftl, P., Lee, N., Lesnik-Oberstein, K., Mitchell, S., Murris, K., Orrmalm, A., Oswell, O., Prout, A., Rosen, R., Runswick-Cole, K., Sjöberg, J., Smith, K., Spyrou, S., Bond Stockton, K., Taylor, A., Zehavi, O., Zotevska, E., Arndt, S., Cardell, D. (2023) Child Studies Multiple. Culture Unbound – Journal of Current Cultural Research, 15(1). ISBN: 2000-1525. https://doi.org/10.3384/cu.2023.15.1

 

Murris, K. & Reynolds, R-A. (2023). Posthumanism and Childhood Studies. In Oxford Bibliographies in Childhood Studies. DOI: 10.1093/OBO/9780199791231-0269

 

2022

Murris, K., & Osgood, J. (2022). Risking erasure? Posthumanist research practices and figurations of (the) child. In Murris, K. & Osgood, J. (2022) (Eds) Risking Erasure? Posthumanist Research Practices and Figurations of (the) Child. Contemporary Issues in Early Childhood. 23 (3), pp. 208-219. https://doi.org/10.1177/14639491221117761

 

Murris, K., & Peers, J. (2022). Go-Pro(blem)s and Possibilities: Keeping the Child Human of Colour in Play in an Interview. In Murris, K. & Osgood, J. (2022) (Eds) Risking Erasure? Posthumanist Research Practices and Figurations of (the) Child. Contemporary Issues in Early Childhood. 23 (3), pp. 332-355. https://doi.org/10.1177/14639491221117219

 

Murris, K. (2022). ‘This Is Not a Photograph of Zuko’: How Agential Realism Disrupts Child-Centred Notions of Agency in Digital Play Research. Children’s Geographies, 21(3), pp.547-562. https://doi.org/10.1080/14733285.2022.2098005

 

Murris, K., C.A. Taylor, C.R. Kuby, S. Fullagar, K. Malone, W. Zhao, V. Bozalek, A.Franklin-Phipps, & F. Nxumalo. (2022). Writing-Together-Apart: Introduction to the Glossary. In Murris, K. (2022)(Ed.) A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, pp xix. London: Routledge. 

 

Murris, K., de Souza, L. A., da Silva, H., & Reynolds, R-A. (2022). Is the Sand Alive?: Posthuman Experimentation with/in Early Years Teacher Education. In A. Kuusisto (Ed.) The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care (pp 149-164). Routledge.


Murris, K., Peers, J., & Woodward, N. (2022). Learning at a snail’s pace: what if and what else is happening in a South African primary classroom? In: Burnard, P. & Loughrey, M. (Eds.). Sculpting New Creativities in Primary Education. pp. London: Routledge.

2021

Tesar, M., Duhn, I., Nordstrom, S.N., Koro, M., Sparrman, A., Orrmalm, A., Boycott-Garnett, R., MacRae, C., Hackett, A., Kuntz, A.M., Trafí-Prats, L., Boldt, B., Rautio, P., Ulmer, J.B., Lenz Taguchi, H., Murris, K., Kohan, W.O., Gibbons, A., Arndt, S. &  Malone, K. (2021) Infantmethodologies, Educational Philosophy and Theory, DOI: 10.1080/00131857.2021.2009340

 

Murris, K. (2021). Foreword: Co-researching Post-age Learning in Damaged Colonial Johannesburg. In Giorza, T. Learning with Damaged Colonial Places: Posthumanist Pedagogies from a Joburg Preschool. pp vii-x. Dordrecht: Springer. 

  

Haynes, J., & Murris, K. (2021). Right under our noses: the postponement of children’s political equality and the NOW. Childhood & Philosophy. 17, 1-21. 

 

Giorza, T. & Murris, K. (2021). Seeing with/in the world: becoming-little. Childhood & Philosophy. 17, 01 – 23. 

 

Murris, K., Reynolds, R-A, da Silva, H., & de Souza, L. A. (2021). Untidying Child Development with a Picturebook: Disrupting Colonizing Binary Logic in Teacher Education. In Yelland, N.J., Peters, L., Tesar, M. & Perez, M.S. (Eds.). The SAGE Handbook of Global Childhoods (pp. 397-410). SAGE. 

 

Murris, K. (2021). Philosophical whimsy in children’s literature: age transgressive philosophical education. In Gregory, M. & Laverty, M. (Eds.) Gareth B. Matthews, the Child’s Philosopher. New York: Routledge. 

Murris, K. & Somerville, M. (2021). Planetary Literacies for the Anthropocene. In Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A., & De Roock, R.S. (Eds.) The Critical Literacies Handbook. New York/London: Routledge. 

 

Murris, K., Nxumalo, F., Babamia, S., Francis, S., Bozalek, V., & Giorza, T. (2021). Decolonial Orientations to Place: Unsettling pastpresent settler colonialism in South African early childhood education. Special Issue: ‘Inhabiting the tensions and potentials of De-Centering the Human in Anti-Colonial Educational Research’. Equity & Excellence in Education (EEE), 53:3, 288-303. 

 

Murris, K. (2021). Making Kin: Postqualitative, New Materialist and Critical Posthumanist. In K. Murris (Ed) Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. pp. 1-22. London: Routledge.

 

Murris, K. (2021). The ‘Missing Peoples’ of Critical Posthumanism and New Materialism. In K. Murris (Ed.) Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. pp. 62-85. London: Routledge.

 

Menning, S.F., Murris, K, & Wargo, J. (2021). Reanimating video and sound in research practices. In K. Murris (Ed.) Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. pp. 150-169. London: Routledge.

2020

Jokinen, P., & Murris, K. (2020). Inhuman Hands and Missing Child: Touching a literacy event in a Finnish primary school. The Journal of Early Childhood Literacy. 20(1), 44-68. 

 

Murris, K. (2020). Anti-colonial movements and the Role of Children. In Daniel Cook (Ed). The SAGE Encyclopedia of Children and Childhood Studies. 

 

Murris, K. (2020). Childhood Embodiment. In Daniel Cook (Ed). The SAGE Encyclopedia of Children and Childhood Studies. 

 

Murris, K. (2020). Posthuman Child: De(con)structing Western Notions of Child Agency. In Kohan, W & Weber, W. (Eds). On Childhood, Thinking and Time: Educating Responsibly. pp.161-179. Lanham (Mayland): Lexington Books: Rowman & Littlefield.

Murris, K. (2020). Posthuman de/colonising teacher education in South Africa: Animals, Anthropomorphism and Picturebook Art. In Burnard, P. & Colucci-Gray, L. Why Science and Art Creativities Matter: STEAM (re-)Configurings for Future-making Education. pp. 52-78. Leiden: Brill Publishers. 

Murris, K., & Haynes, J. (2020). Troubling authority and material bodies: creating sympoietic pedagogies for working with children and practitioners. Global Education Review. 7 (2), 24-42. ISSN-2325-663X

Murris, K., & Kohan, W. (2020). Troubling Troubled School Times: posthuman multiple temporalities. International Journal of Qualitative Studies in Education. 

Murris, K., Semenec, P., and Diaz-Diaz, C. (2020). Interview with Karin Murris, In Diaz-Diaz and Semenec (Eds.), Research after the Child: Engaging with Posthumanist and New Materialist Methodologies. pp 87-99. Dordrecht: Springer. 

Murris, K., Smalley, K., & Allan, B. (2020). Postdevelopmental conceptions of child and childhood in education. In Oxford Research Encyclopedia of Education. Oxford University Press. 

2019

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. 


Murris, K. (2019). 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. pp. 156-170. New York: Routledge. DOI 10.4324/9781315106083


Murris, K., & Borcherds, C. (2019). Body as transformer: ‘Teaching without Teaching’ in a Teacher Education Course. In Taylor, C & Bayley, A (Eds). Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. pp. 255-277. London: Palgrave MacMillan. 


Murris, K., & Borcherds, C. (2019). Childing: A different sense of time. In D. Hodgins (ed.) Feminist Post-Qualitative Research for 21st Childhoods. pp. 197-209. London: Bloomsbury Academic. 


Murris, K., & Bozalek, V. (2019) Diffraction and Response-able Reading of Texts: The Relational Ontologies of Barad and Deleuze. International Journal for Qualitative Studies in Education. 32(7), 872-886. 


Murris, K., & Bozalek, V. (2019) Diffracting diffractive readings of texts as methodology: some propositions. Educational Philosophy and Theory. 51 (14), 1504–1517.


Murris, K., & Menning, S.F. (2019). Introduction to the Special Issue. In Murris, K. & Menning, S.F. (2019) (Eds) Special Issue: ‘Videography and Decolonizing Education’. Video Journal of Education and Pedagogy. Issue 4: 1-8. On-line, open access journal. 

2018

Murris, K. (2018). Keeping the question ‘what comes after postmodernism?’ open. In M. Peters, L. Jackson & M. Tesar (Eds.) Special Issue Educational Philosophy and Theory. 50(14):1613-1614. 

 

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. (2018). Posthumanism, de/colonizing education and child(hoods) in South Africa. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently. pp. 25-50. London and New York: Routledge Research Monographs Series.

 

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. DOI 978-3-319-59599-3_28

 

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. pp. 3-25. 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. pp. 110-121. 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. pp. 149-173. 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. pp. 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. pp. 64-85. London and New York: Routledge Research Monographs Series.

 

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., 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.

2017

Haynes, J, & Murris, K. (2017). Intra-Generational Education: imagining a post-age pedagogy. Educational Philosophy and Theory. 49 (10), 971-983.  

 

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. pp. 171-179. London: Routledge. 

 

Murris, K. (2017). Learning as ‘Worlding’: decentring Gert Biesta’s ‘non-egological’ education. Childhood & Philosophy. 13(28), 453-469. 

 

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). 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. 

 

Murris, K. (2017) Reconfiguring educational relationality in education: the educator as pregnant stingray. Journal of Education. Issue 69: pp. 117-138.

 

Murris, K. (2017). The posthuman child: iii. Philosophy of Childhood: Exploring the Boundaries. D. Kennedy & B. Bahler (Eds). pp.185-197. Lexington Books.

2016

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. (2016). School ethics with student teachers in South Africa: an innovative educational Intervention. H.E. Lees & N. Noddings (Eds.) The Palgrave International Handbook of Alternative Education. 195-211. London: Palgrave Macmillan. 

 

Murris, K., & Kell, C. (2016). Imagination and literacy: Introduction to the special issue. Reading & Writing. 7(2), 5 pages. 

 

Murris, K., & Thompson, R. (2016). Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom. Reading & Writing 7(2).

 

Murris, K. (2016) Philosophy with Picturebooks. Encyclopedia of Educational Philosophy and Theory. M. Peters (Ed). Springer.

 

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. 

 

Murris, K. (2015). Case study contribution to: Larson, J. & J. Marsh (2005). Making Literacy Real, Theories and Practices for Learning and Teaching. pp 144-162. London, Sage Publications. 

2015

Murris, K. (2015). Listening-as-usual: a response to Michael Hand. Studies in Philosophy and Education, 34 (3):331–335. 

[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., & 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.