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SUMMARY:Literacies\, Literature and Learning: reading classrooms different
 ly - Professor Karin Murris\, University of Cape Town
DTSTART:20181203T160000Z
DTEND:20181203T170000Z
UID:TALK115054@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:In this seminar\, I present material from a newly published ed
 ited book associated with the international NRF funded research on _Decolo
 nising Early Childhood Discourses in Higher Education_ https://www.decolon
 izingchildhood.org/ . In this research project\, we have been working with
  posthumanist and new materialist theories to decolonise childhood and ear
 ly childhood education practices. Our book attends to pressing questions i
 n literacy education\, such as the poor quality of children’s experience
 s as readers\, routine disregard for their thinking and the degrading impa
 ct of narrow skills measurement and comparison. It reports on a unique exp
 erimental research project created through one literacy lesson and involvi
 ng members of the DECD group with children\, teachers\,  the picturebook _
 How to Find Gold_ and its author Viviane Schwarz \, a visiting practitione
 r of Philosophy for Children\,  Sara Stanley\, as well as student teachers
  in a Grade 2 primary school classroom in Cape Town\, SA. In my presentati
 on\, I will first discuss the ethics of response-ability and the research 
 methodology adopted throughout the project. When we began to analyse the d
 ata we had created as a research team three key ideas that inspired us: di
 s-identification\, diffraction and naturecultures\, all important elements
  of the relational ontology of posthuman philosophy. Following this discus
 sion\, I will offer an example of an analysis created to illustrate how th
 e morethanhuman can be taken into account to open up radical possibilities
  for a different doing of childhood and literacy.\n\n*Karin Murris* is Pro
 fessor of Pedagogy and Philosophy at the School of Education\, University 
 of Cape Town. She is a teacher educator and grounded in philosophy as an a
 cademic discipline\, her main research interests are in children’s liter
 ature and intra-active pedagogies such as Philosophy with Children and Reg
 gio Emilia\, and postqualitative research methods. She is Principal Invest
 igator of the _Decolonising Early Childhood Discourses: Critical Posthuman
 ism in Higher Education_ research project funded by the South African Nati
 onal Research Foundation (NRF): www.decolonizingchildhood.org. \n\nHer boo
 ks include: _The Posthuman Child: Educational Transformation through Philo
 sophy with Picturebooks_ (2016)\, and (with Joanna Haynes) _Literacies\, L
 iterature and Learning: Reading Classrooms Differently_ (2018)\, _Pictureb
 ooks\, Pedagogy and Philosophy_ (2012). She is co-editor of the _Routledge
  International Handbook of Philosophy for Children_ (2017). For her articl
 es\, see: www.academia.edu.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge CB2 8PQ\, room 
 GS1
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