Peers, J. (2024).
Hydropoetic relational bodies of environmental education research, Doctoral Dissertation.
Peers, J. (2024)
Chapter 9: Relational bodies of memory, time and place: Hauntings in salty Camissa waters. In Hydrofeminist Thinking With Oceans
Political and Scholarly Possibilities. Shefer, T., Bozalek, V. & Romano, N. (Eds.). (2024).
Murris, K., Haynes, J. and Peers, J. (2026)
Un/Learning Adult Frames of Reference in Death Enquiries: Thinking~With a Picturebook, Philosophical Animism and Ontological Tact. In Children & Society.
Nxumalo, F. and Peers, J. (2024).
Reconceptualizing early childhood education: Cartographic relational stories. In Global Studies of Childhood.
Dixon, K., Murris, K., Peers, J., Giorza, T. & Lawrence, C. (2024)
Postdigital Play and Global Education: Reconfiguring Research
Murris, K., Scott, F., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., and Lawrence, C. (2022).
Researching digital inequalities in children’s play with technology in South Africa. In Learning, Media and Technology, 48(3), pp. 542–555.
In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad’s agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduate and other researchers at a research event held in 2017 at Cape Town, South Africa.
Murris, K., Peers, J. and Woodward, N. (2022).
‘Learning at a snail’s pace: what if and what else is happening in a South African primary classroom. In Burnard, P. and Loughrey, M. (Eds.) Unlocking Research: Sculpting new creativities in primary education, 182-202.
Murris, K. and Peers, J. (2022)
‘GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview.’ In Contemporary Issues in Early Childhood 23(3), pp. 332-355.
Reynolds, R. with Peers, J. (2018)
‘Chairs and questions at work in literacies’. In Murris, K. & Haynes, J. (Eds.) Literacies, Literature and Learning: Reading Classrooms Differently. London: Routledge, 129-149.
Murris, K., Reynolds, R. & Peers, J. (2018)
Reggio Emilia inspired philosophical teacher education in the Anthropocene: Posthuman child and the family (tree). In Journal of Childhood Studies: Interdisciplinary Dialogues in Early Childhood Environmental Education Special Issue, 43 (1): 15-29.
Marsh, J., Murris, K., Ng’ambi, D., Parry, R., Scott, F., Thomsen, B.S., Bishop, J., Bannister, C., Dixon, K., Giorza, T., Peers, J., Titus, S., Da Silva, H., Doyle, G., Driscoll, A., Hall, L., Hetherington, A., Krönke, M., Margary, T., Morris, A., Nutbrown, B., Rashid, S., Santos, J., Scholey, E., Souza, L., and Woodgate, A. (2020)
Children, Technology and Play. Billund, Denmark: The LEGO Foundation. ISBN: 978-87-999589-7-9
