Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children's experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison.

Karin Murris is Full Professor of Pedagogy and Philosophy in the School of Education at the University of Cape Town, South Africa.

Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK.

PART I HOW TO FIND GOLD IN LITERACIES

Chapter 1: Philosophical Playthinking in a South African literacy 'classroom'

Karin Murris with Joanna Haynes

Chapter 2: Posthumanism, de/colonizing education and child(hoods) in South Africa

Karin Murris

Chapter 3: Philosophy for Children: a postdevelopmental relationality

Karin Murris and Joanna Haynes

Chapter 4: The 'classroom' and posthuman research methodologies

Karin Murris and Joanna Haynes

PART II FINDING GOLD IN A SOUTH AFRICAN LITERACY CLASSROOM

Chapter 5: Beyond Words: Materiality and the Play of Things

Theresa Giorza and Joanna Haynes

Chapter 6: Bodies with legs: 'fidgeting' and how recording practices matter

Karin Murris and Sumaya Babamia

Chapter 7: Chairs and questions at work in literacies

Rose-Anne Reynolds with Joanne Peers

Chapter 8: Digging and diving for treasure: erasures, silences and secrets

Karin Murris and Judy Crowther, with Sara Stanley

Chapter 9: The Text in the Classroom: Decolonial Reading Practices

Christopher Ouma

Chapter 10: Philosopher Children Moving through Spacetime

Kai Wood Mah and Patrick Lynn Rivers

Chapter 11: Facilitating and Difficultating: The Cultivation of Teacher Ignorance and Inventiveness

Joanna Haynes and Walter Kohan