University of Oulu

Karin Murris, Sieraaj Francis, Sumaya Babamia, Fikile Nxumalo, Vivienne Bozalek & Theresa Giorza (2020) Anti-Colonial Orientations to Place: Unsettling Encounters with South African Educational Landscapes, Equity & Excellence in Education, 53:3, 288-303, DOI: 10.1080/10665684.2020.1785975

Anti-colonial orientations to place : unsettling encounters with South African educational landscapes

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Author: Murris, Karin1,2; Francis, Sieraaj3; Babamia, Sumaya1;
Organizations: 1University of Cape Town, Rondebosch
2University of Oulu (Finland)
3Independent Scholar
4University of Toronto, Toronto
5University of the Western Cape, Cape Town
6University of the Witwatersrand, Johannesburg
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
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Language: English
Published: Informa, 2020
Publish Date: 2022-06-14


The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to the agency of the more-than-human world and its entanglement with unequal human geographies of place, generated a diffractive photographic image and unsettling stories as a group of early childhood teachers and educational researchers kept re-turning to the data. Working with Barad’s methodology of temporal diffraction as apparatus, we discursively and visually trace entanglements that emerged from this data. We conclude on the mattering of this work for engaging with the potentials and tensions of attending to the more-than-human within highly asymmetrical human relations in the settler colonial context of South African education.

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Series: Equity & excellence in education
ISSN: 1066-5684
ISSN-E: 1547-3457
ISSN-L: 1066-5684
Volume: 53
Issue: 3
Pages: 288 - 303
DOI: 10.1080/10665684.2020.1785975
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Equity & Excellence in Education on 14 Dec 2020, available online: