Karin Murris

Karin Murris is a childhood researcher and teacher educator. Grounded in academic philosophy, her particular expertise is to research Early Childhood Education pedagogies enacted in teacher education. Karin is principal investigator of a Learning through Digital Play project in South Africa in tandem with the University of Sheffield (funded by the LEGO Foundation)(2019-2020) (http://etilab.uct.ac.za/lego). Karin has led various other externally funded international research projects in the Global North and South, including the South African Decolonising Early Childhood project (2016-2018). She is Chief Editor of a new Routledge series on Postqualitative, New Materialist and Critical Posthumanist Research.

Research interests:

• early childhood education; childhood studies; philosophy with children; picturebooks; posthumanism; postqualitative research; school ethics; Reggio Emilia; decolonising pedagogies

Books

• Murris, K. (2016) The Posthuman Child: Educational Transformation through Philosophy with Picturebooks. Contesting Early Childhood Series (eds G. Dahlberg and P. Moss). London: Routledge
• Haynes, J & Murris, K. (2012) Picturebooks, Pedagogy and Philosophy. New York: Routledge Research in Education.
• Murris, K. & Haynes, J. (2018) (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently. London and New York: Routledge Research Monographs Series.
• Rollins Gregory, M., Haynes, J. & Murris, K. (2017) (Eds.) The Routledge International Handbook of Philosophy for Children. London: Routledge.

Research reports

• Marsh, J., Murris, K., Ng’ambi, D., Parry, R., Scott, F., Bishop, J., Bannister, C., Da Silva, H., Dixon, K., Doyle, G., Driscoll, A., Giorza, T., Hall, L., Hetherington, A., Krönke, M., Margary, T., Morris, A., Nutbrown, B., Peers, J., Rashid, S., Santos, J., Scholey, E., Souza, L., Thomsen, B.S., Titus, S., and Woodgate, A. (2020) Children, Technology and Play. Billund, Denmark: The LEGO Foundation.
• Murris, Karin; Ng'ambi, Dick (2020): Children, Technology and Play – Qualitative Data. figshare. Dataset.
• Ng'ambi, Dick; Murris, Karin (2020): Children, Technology and Play (CTAP) Survey. figshare. Dataset.

PhD supervision completions

• Robyn Thompson (2020). Teaching intra-active comprehension with picturebooks in a grade three South African classroom. University of Cape Town.
• Theresa Giorza (2018). Making kin and taking care: Intra-active learning with space, time and matter in a Johannesburg preschool. University of Cape Town.
  
• Rouxnette Meiring. (2018) Posthumanism and its implications for environmental education in the Foundation Phase in South Africa. University of Cape Town.
• Carmen Blyth. (2015) Chronicle of a dysappearance: an autoethnography of a teacher in conflict. University of Cape Town.
• Nikolidaki, Sofia (2011) Stimuli and philosophy with children: a philosophical justification. University of Wales.