Karin Murris is Professor of Early Childhood Education at the University of Oulu (Finland), and Emerita Professor of Education at the University of Cape Town (South Africa). Her research interests are in pedagogy and philosophy, childhood studies and ethics. She is Chief editor of the Routledge series 'Posthumanist, New Materialist and Critical Posthumanist Research'.

Introduction: Making Kin: Postqualitative, New Materialist and Critical Posthumanist Research; 1. Knowledge Matters: Five Propositions Concerning the Reconceptualisation of Knowledge in Feminist New Materialist, Posthumanist and Postqualitative Approaches 2. What Paradigmatic Perspectives Make Possible: Considerations for Pedagogies and the Doing of Inquiry 3. The 'Missing Peoples' of Critical Posthumanism and New Materialism 4. Eastern Ethico-Onto-Epistemologies as a Diffracting Return: Implications for Post-Qualitative Pedagogy and Research 5. A New Science of Contemporary Educational Theory, Practice and Research 6. Re-Turning to Embodied Matters and Movement through Postqualitative Inquiries 7. Rendering Each Other Capable: Doing Response-Able Research Responsibly 8. Reanimating Video and Sound in Research Practices 9. Rethinking Research 'Use': Reframing Impact, Engagement and Activism with Feminist New Materialist, Posthumanist and Postqualitative Research

Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research.
Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the book offers a postqualitative reimagining of traditional research processes. In doing so, it guides readers through the contestation of binaries, innovative concepts, and the practical provocations that make up the postqualitative terrain. It orients the researcher in the ontological re-turn also by considering Indigenous knowledges, African, Eastern and young children's philosophies. The style itself is postqualitative through diffractive engagements by the authors and the website includes some examples of the practical provocations described in the book that give an imaginary of how postqualitative research can be taught and enacted.
This book is an essential resource for novice as well as experienced researchers working both within and across disciplines in higher education.
More information and pocasts for this book can be found at
https://postqualitativeresearch.com/series-overview/navigating-the-postqualitative-new-materialist-and-critical-posthumanist-terrain-across-disciplines-an-introductory-guide-2/