{"id":399,"date":"2020-12-09T20:32:26","date_gmt":"2020-12-09T20:32:26","guid":{"rendered":"https:\/\/waterstories.climateactionchildhood.net\/?page_id=399"},"modified":"2020-12-09T20:32:26","modified_gmt":"2020-12-09T20:32:26","slug":"publications","status":"publish","type":"page","link":"https:\/\/waterstories.climateactionchildhood.net\/index.php\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

BOOK CHAPTERS<\/strong><\/p>\n\n\n\n

Nxumalo, F<\/strong>. & Berg, L. (2020). Conversations on climate change pedagogies in a Central Texas kindergarten classroom. In J A. Henderson & A. Drewes (Eds), Teaching climate change in the United States <\/em>(pp. 44-57). New York: Routledge.  <\/p>\n\n\n\n

Nxumalo, F.<\/strong> with Villanueva, M. (2020). (Re)storying Water: Decolonial pedagogies of relational affect with young children. In B. Dernikos, N. Lesko, S. D. McCall & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research, and pedagogy <\/em>(pp. 209-228). New York: Routledge.<\/p>\n\n\n\n

Nxumalo, F.<\/strong> & Villanueva, M. ( 2020). Listening to water: Situated dialogues between Black, Indigenous & Black-Indigenous feminisms. In ^C. Taylor, ^C. Hughes, & J. Ulmer (Eds.), Transdisciplinary feminist research practices: Innovations in theory, method and practice <\/em>(pp. 59-75). New York: Routledge.<\/p>\n\n\n\n

Nxumalo, F.<\/strong> (2019). Disrupting racial capitalist formations in early childhood education. In F. Nxumalo & C.P. Brown (Eds.), Disrupting and countering deficits in early childhood education <\/em>(pp. 164-178).<\/em> New York: Routledge. <\/p>\n\n\n\n

Nxumalo, F.<\/strong> (2019). Presencing: Decolonial attunements to children\u2019s place relations. In. D. Hodgins (Ed.), Feminist research for 21st-Century childhoods: Common worlds methods <\/em>(pp159-168). London: Bloomsbury.<\/p>\n\n\n\n

Nxumalo, F<\/strong>. & Rubin, J.C. (2018). Encountering waste landscapes: more-than-human place literacies in early childhood education. In C.R. Kuby, K. Spector & J. Johnson Thiel (Eds.), Posthumanism and Literacy Education: Knowing\/Being\/Doing Literacies <\/em>(pp. 201-213). New York: Routledge. <\/p>\n\n\n\n

JOURNAL ARTICLES<\/strong><\/p>\n\n\n\n

Nxumalo, F. <\/strong>(in press, 2021). Decolonial water pedagogies: Invitations to Black, Indigenous and Black-Indigenous world making. Forthcoming special issue in Bank Street Occasional Paper Series.<\/em><\/p>\n\n\n\n

Nxumalo, F. <\/strong>& Villanueva, M. (2019). Decolonial water stories: Affective pedagogies with young children. International Journal of Early Childhood Environmental Education, 7<\/em>(1), 40-56. <\/p>\n\n\n\n

PUBLIC SCHOLARSHIP<\/strong><\/p>\n\n\n\n

What can flooding events teach about multispecies interdependencies and relationality?\u00a0<\/em><\/a>
By Berg, L. Nxumalo, F. & Odim, N. 2018<\/p>\n\n\n\n

How climate change education is hurting the environment<\/em><\/a>
By Nxumalo, F., The Hill. 12\/24\/18<\/p>\n","protected":false},"excerpt":{"rendered":"

BOOK CHAPTERS Nxumalo, F. & Berg, L. (2020). Conversations on climate change pedagogies in a Central Texas kindergarten classroom. In J A. Henderson & A. Drewes (Eds), Teaching climate change in the United States (pp. 44-57). New York: Routledge.   Nxumalo, F. with Villanueva, M. (2020). (Re)storying Water: Decolonial pedagogies of relational affect with young children. In B. … <\/p>\n

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