Postdigital Play and Global Education

Kerryn Dixon is an Associate Professor at the University of Nottingham, UK. Her teaching and research are in the field of language and literacy studies, specialising in early literacy and critical literacy..She is particularly interested in the interrelationships between language, literacy and power in contexts of poverty. Karin Murris 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). She is a teacher educator, grounded in academic philosophy and a postqualitative research paradigm. Her main interests are in posthuman child studies, philosophy in education, ethics, and democratic pedagogies. Website: www.karinmurris.com. Joanne Peers is a PhD candidate at The University of Oulu in Finland pursuing relationality in environmental education through thinking with bodies and water. Her interest in justice in the Global South is woven through her role as Head of Academics at The Centre for Creative Education in Cape Town. Theresa Giorza is a researcher and teacher in Childhood Studies with an interest in arts-based pedagogies and philosophical enquiry. She is based at the Centre for Creative Education in Cape Town. Her book, Learning with Damaged Colonial Places: Posthumanist pedagogies from a Joburg preschool was published in 2021 by Springer. Chanique Lawrence Chanique Lawrence is an experienced Linguist, who has worked as a professional translator and transcriber. As a Linguist her work is focussed on representing Global South Communities. Currently based in the Netherlands, Chanique is currently pursuing her Masters at Leiden University where she is focusing on Human Rights Law.

Preface Candace Kuby. Foreword Luzia Souza and Heloisa Silva. Chapter 1: Storying the Children, Technology and Play (CTAP) Project. Chapter 2: The ‘post’ in postdigital play. Chapter 3: Playing with Lenses: from ‘Object’, to ‘Subject’, to ‘Phenomenon’. Chapter 4: Reconfiguring transcription in educational research. Chapter 5: Reconfiguring research sites as worldmaking practices. Chapter 6: Reconfiguring agency and creativity in young children’s postdigital play. Chapter 7: Tentacular moves for postdigital research. References. Index.