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List of contents
PART I HOW TO FIND GOLD IN LITERACIES
Chapter 1: Philosophical Playthinking in a South African literacy ‘classroom’
Karin Murris with Joanna Haynes
Chapter 2: Posthumanism, de/colonizing education and child(hoods) in South Africa
Karin Murris
Chapter 3: Philosophy for Children: a postdevelopmental relationality
Karin Murris and Joanna Haynes
Chapter 4: The ‘classroom’ and posthuman research methodologies
Karin Murris and Joanna Haynes
PART II FINDING GOLD IN A SOUTH AFRICAN LITERACY CLASSROOM
Chapter 5: Beyond Words: Materiality and the Play of Things
Theresa Giorza and Joanna Haynes
Chapter 6: Bodies with legs: ‘fidgeting’ and how recording practices matter
Karin Murris and Sumaya Babamia
Chapter 7: Chairs and questions at work in literacies
Rose-Anne Reynolds with Joanne Peers
Chapter 8: Digging and diving for treasure: erasures, silences and secrets
Karin Murris and Judy Crowther, with Sara Stanley
Chapter 9: The Text in the Classroom: Decolonial Reading Practices
Christopher Ouma
Chapter 10: Philosopher Children Moving through Spacetime
Kai Wood Mah and Patrick Lynn Rivers
Chapter 11: Facilitating and Difficultating: The Cultivation of Teacher Ignorance and Inventiveness
Joanna Haynes and Walter Kohan
About the author
Karin Murris is Full Professor of Pedagogy and Philosophy in the School of Education at the University of Cape Town, South Africa.
Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK.
Summary
Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children?s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison.
