Karin Murris
COORDINATOR
Karin Murris (PhD) is Professor of Early Childhood Education at the University of Oulu (Finland) and Emerita Professor of Pedagogy and Philosophy, University of Cape Town (South Africa). Grounded in academic philosophy, her main research interests are in philosophy of education, child studies, ethics, democratic postdevelopmental pedagogies, children’s literature and postdigital play. Karin has extensive experience of undertaking a wide range of funded research by national governments, charities, and industry, including Responsible Innovation with Technology and Ethics for Children (RITEC), The Post-Qualitative Research in Higher Education Collective; Children, Technology and Play (CTAP) and Decolonising Early Childhood Discourses: Critical Posthumanism in Higher Education. She has just been awarded a 4-year grant by the Research Council of Finland for her project Small Matters: An Educational Community Project about Multispecies Death and Dying.
Karin is Chief Editor of the Routledge Postqualitative, New Materialist and Critical Posthumanist Research series and section editor of Routledge Encyclopedia of Qualitative Research Methods (in progress). The Posthuman Child Manifesto you can find here.
George Rowley
RESEARCH ASSISTANT
George is currently studying a Masters in Psychology of Education at the University of Cape Town, using Critical Posthumanism to investigate Children’s experiences of school in South Africa. They act as the Research Assistant for the Postqualitative Resarch Collective and Decolonising Early Child Discourses projects.
Vivienne Bozalek
COLLABORATOR
Professor Vivienne Bozalek is the Director of Teaching and Learning at the University of the Western Cape, South Africa. Prior to this she was Chairperson of the Department of Social Work, University of Western Cape. She holds a PhD from Utrecht University. Her areas of research, publications and expertise include the use of social justice and the political ethics of care perspectives, innovative pedagogical approaches in higher education, feminist and participatory research methodologies, posthumanism, feminist new materialist and critical family studies.
Asilia Franklin-Phipps
COLLABORATOR
Asilia Franklin-Phipps is an Assistant Professor at SUNY New Paltz in the Department of Teaching and Learning. Asilia received her Ph.D. in Critical and Sociocultural Studies in Education from the University of Oregon where she taught in both Educational Studies and Ethnic Studies. Asilia received an M.A. in Teaching of English and an Ed.M. in English Education from Teachers College, Columbia. Asilia writes about affect, embodiment, pedagogy, and race knowledge. She is currently thinking about the pedagogical and research potential of arts practices and popular culture in teaching and learning about race and racism.
Candace R. Kuby
COLLABORATOR
Candace R. Kuby is Professor of Learning, Teaching and Curriculum at the University of Missouri, serving as the Associate Provost for Faculty Success. She received her PhD in literacy, culture, and language education from Indiana University. Dr. Kuby previously taught primary grades in public U.S. schools and preschoolers in Japan. She currently teaches courses on early childhood literacy, approaches to qualitative inquiry, and philosophical perspectives in educational research.
Karen Malone
COLLABORATOR
Dr. Karen Malone is a Professor of Environmental and Childhood Studies at Swinburne University. She is an international author, educator and researcher who studies human- environment relations and the impacts of the ecological crisis including climate change, waste and biodiversity loss on children’s lives. In her teaching and research, she applies ecofeminist, posthuman and Indigenous theoretical perspectives. Her most recent books include Theorising Posthuman Childhood Studies; Children in The Anthropocene and she is currently writing a book about toddlers non-anthropocentric thinking called Children Sensing Ecologically. You can find her publications here and on her website.
Carol A. Taylor
COLLABORATOR
I am Professor of Higher Education and Gender in the Department of Education at the University of Bath where I lead the Reimagining Education for Better Futures research group. My research focuses on the entangled relations of knowledge, power, gender, space and ethics in higher education and utilizes trans- and interdisciplinary posthumanist and feminist new materialist theories and methodologies. I co-edited Gender and Education for seven years (2016-2023). I serve on the Editorial Boards of Teaching in Higher Education, Critical Studies in Teaching and Learning and Journal of Posthumanism.
Marek Tesar
COLLABORATOR
Professor Marek Tesar is a Head of School and the Associate Dean International at the Faculty of Education and Social Work at the University of Auckland, Aotearoa New Zealand. He is also the director of the Centre for Global Childhoods. His scholarship is focused on the philosophy of education, early childhood education and childhood studies in New Zealand and cross-country contexts. Marek serves as the leader of two leading learned societies in his fields; he chairs the Steering Committee of Reconceptualizing Early Childhood Education (RECE) and is President of the Philosophy of Education Society of Australasia (PESA).
Michalinos Zembylas
COLLABORATOR
Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus, Honorary Professor at Nelson Mandela University, South Africa, and Adjunct Professor at the University of South Australia. He holds a Commonwealth of Learning (COL) Chair for 2023-2026. He has written extensively on emotion and affect in education, particularly in relation to social justice, decolonization and politics. His latest books are: Responsibility, Privileged Irresponsibility and Response-ability in Contemporary Times: Higher Education, Coloniality and Ecological Damage (co-authored with Vivienne Bozalek), and Working with Theories of Refusal and Decolonization in Higher Education (co-edited with Petra Mikulan).
Weili Zhao
COLLABORATOR
Dr Weili Zhao is a Professor in the Faculty of Education at Hangzhou Normal University, China. She is interested in unpacking China’s current educational thinking and practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research explicates the historical-cultural-philosophical insights of Chinese knowledge, curriculum, and educational thinking, say, Yijing, Daoist, and Confucian wisdom, to hopefully dialogue with, for mutual informing and clarifications, the recent post-foundational, new materialist, and post-humanist turns in the Western scholarship.