Karin Murris


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.

Rose-Anne Reynolds


Rose-Anne Reynolds has a PhD in Education from the University of Cape Town (UCT). Rose-Anne is a Foundation Phase/ Early Childhood Education lecturer in the School of Education, at the University of Cape Town (UCT). She is primarily involved in initial teacher education with postgraduate students. Rose-Anne’s PhD thesis is entitled, A posthuman reconfiguring of philosophy with children in a government primary school in South Africa. Her research interests include Philosophy with Children (P4wC), the Philosophy of Child and Childhood, Pedagogies of Enquiry, Early Childhood Education, Postqualitative Research and Inclusive Education including Disability Studies. Rose-Anne is a Level 1 Philosophy with Children trainer and co-ordinates the Southern African P4wC network. Some of Rose- Anne’s publications can be found here: http://www.education.uct.ac.za/rose-anne-reynolds

Vivienne Bozalek


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.

Karen Malone


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.

Candace R. Kuby


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.

Jayne Osgood


Dr. Jayne Osgood, PhD is Professor of Childhood Studies at the Centre for Education Research & Scholarship, Middlesex University, UK; and she also holds a Professor II post at Hogskolen i Innlandet, Norway. Her feminist approach to research is framed by critical posthumanism and an enduring commitment to address inequities of all kinds. She has published extensively in the post- paradigms with over 100 publications in the form of papers, chapters and books. Jayne also has various Editorial roles including the journals Reconceptualizing Educational Research Methodology and Gender & Education; and two book series for Bloomsbury (Feminist Thought in Childhood Research; & Postdevelopmental Approaches to Childhood) and a further series for Springer (Key Thinkers in Education).

Simone Fullagar,


Professor Simone Fullagar, FAcSS, leads the Women in Sport research group at Griffith University, Australia. As an interdisciplinary sociologist Simone’s work uses feminist post-structuralist and new materialist approaches to examine gender inequalities in sport and leisure, as well as the gendering of health and emotional wellbeing. Simone has led projects that examine women’s and young people’s mental health as a sociocultural issue.

Carol A. Taylor


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. 

Weili Zhao


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.

Michalinos Zembylas


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).

Asilia Franklin-Phipps


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.

Marek Tesar


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).