Dr FRANS KRUGER's Outputs (21)

Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities (2024)
Journal Article
Kruger, F., & Zembylas, M. (2024). Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities. Studies in Philosophy and Education, 43, 691-707. https://doi.org/10.1007/s11217-024-09955-2

Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform... Read More about Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities.

On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary (2024)
Journal Article
Kruger, F. (2024). On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary. Educational Philosophy and Theory, 56(11), 1101-1111. https://doi.org/10.1080/00131857.2024.2353666

For Bernard Stiegler ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. T... Read More about On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.

Theoretical and political implications of agonistic peace for decolonising peace education (2023)
Journal Article
Kruger, F., & Zembylas, M. (2023). Theoretical and political implications of agonistic peace for decolonising peace education. Journal of Peace Education, https://doi.org/10.1080/17400201.2023.2276845

Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discus... Read More about Theoretical and political implications of agonistic peace for decolonising peace education.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education (2022)
Journal Article
Müller, M., & Kruger, F. (2022). Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education. Studying Teacher Education, 18(3), 276-293. https://doi.org/10.1080/17425964.2022.2079619

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice... Read More about Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.

Engaging and developing community in digital spaces: Approaches from the Editorial Development Group (2022)
Journal Article
Karamercan, O., Matapo, J., Kamenarac, O., Fa’avae, D. T. M., Arndt, S., Irwin, R., Kruger, F., Mika, C., Bassidou, M. Y. A., Tesar, M., & Monte, P. D. (2023). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory, 50(7), 760-772. https://doi.org/10.1080/00131857.2022.2041412

Digital spaces establish diverse expectations among users, and our reliance on them suggests they are permanent fixtures. From a philosophical perspective, they become especially fascinating for their hidden features. For some, these obscurities are... Read More about Engaging and developing community in digital spaces: Approaches from the Editorial Development Group.

Enacting small justices: Education, place and subjectivity in the Anthropocene (2021)
Journal Article
Kruger, F. (2021). Enacting small justices: Education, place and subjectivity in the Anthropocene. Journal of Philosophy of Education, 55(4-5), 665-674. https://doi.org/10.1111/1467-9752.12565

The concept of the Anthropocene signals both a growing awareness of the negative impact that humans have had on the abiotic and biotic systems of the earth, as well as reflexive opportunity to interrogate how humans might live differently. It is in r... Read More about Enacting small justices: Education, place and subjectivity in the Anthropocene.

Diffractive memory-stories and response-activeness in teaching social justice (2021)
Journal Article
Müller, M., Le Roux, A., & Kruger, F. (2022). Diffractive memory-stories and response-activeness in teaching social justice. Discourse, 43(6), 821-836. https://doi.org/10.1080/01596306.2021.1902944

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the... Read More about Diffractive memory-stories and response-activeness in teaching social justice.

'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration (2021)
Book Chapter
Müller, M., Kruger, F., & Jeong, J.-H. (2021). 'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration. In J. Kurzwelly, & L. Escobedo (Eds.), Migrants, Thinkers, Storytellers: Negotiating Meaning and Making Life in Bloemfontein, South Africa (132-150). HSRC Press

This chapter is an exploration of education and migration. The purpose of our exploration is twofold: firstly, to consider how the concepts of becoming, event and affect allow us to think differently about subjectivity in relation to education and mi... Read More about 'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration.

Eight Weeks, Eight Verses: Using Arts-Based Inquiry to Explore Educator Subjectivity and Reflexivity during a Time of Social Change (2020)
Book Chapter
Müller, M., & Kruger, F. (2020). Eight Weeks, Eight Verses: Using Arts-Based Inquiry to Explore Educator Subjectivity and Reflexivity during a Time of Social Change. In H. Mreiwed, M. R. Carter, & C. Mitchell (Eds.), Art as an Agent for Social Change (191-205). Brill Academic Publishers. https://doi.org/10.1163/9789004442870_019

Dwelling With Wildflowers: Qualitative Inquiry as Life-Living and Life-Giving (2020)
Journal Article
Kruger, F. (2021). Dwelling With Wildflowers: Qualitative Inquiry as Life-Living and Life-Giving. Qualitative Inquiry, 27(6), 731-736. https://doi.org/10.1177/1077800420933294

In this short piece, I reconsider qualitative inquiry based on my chance encounter with a buttonhole flower. This encounter offered me an opportunity to explore not only my relationship with vegetal life, but also how dwelling with wildflowers allows... Read More about Dwelling With Wildflowers: Qualitative Inquiry as Life-Living and Life-Giving.

The movement of thought: Mapping knowledge-growing (2020)
Book Chapter
Kruger, F. (2020). The movement of thought: Mapping knowledge-growing. In M. Crul, L. Dick, H. Ghorashi, & A. Valenzuela Jr (Eds.), Scholarly Engagement and Decolonisation: Views from South Africa, The Netherlands and the United States (323-341). African Sun Media. https://doi.org/10.18820/9781928314578/12

Crafting New Worlds: Critical Qualitative Inquiry and/as an Aesthetics of the Wound (2019)
Journal Article
Kruger, F. (2020). Crafting New Worlds: Critical Qualitative Inquiry and/as an Aesthetics of the Wound. Cultural Studies - Critical Methodologies, 20(6), 535-538. https://doi.org/10.1177/1532708619886333

What opportunities for the creation of new worlds and subjectivities could we craft if we experimented with critical qualitative inquiry and/as an aesthetics of the wound? In this piece, I set out to explore this question by drawing on the memory of... Read More about Crafting New Worlds: Critical Qualitative Inquiry and/as an Aesthetics of the Wound.

Pedagogy Is a Messy Affair: A Performative Narrative of Being New (2019)
Journal Article
Müller, M., Kruger, F., Lekoala, N., & Mokoena, N. (2020). Pedagogy Is a Messy Affair: A Performative Narrative of Being New. Qualitative Inquiry, 26(1), 89-98. https://doi.org/10.1177/1077800419874830

This article uses performative writing to explore the pedagogical entanglement of staff, students, and matter at the University of the Free State, South Africa. It is a collaborative narrative in which different voices share the textual stage. Each a... Read More about Pedagogy Is a Messy Affair: A Performative Narrative of Being New.

A schizoanalytic exploration of the potential of fabulation for the creation of new social collectivities in pre-service teacher education (2019)
Journal Article
Kruger, F., & Le Roux, A. (2020). A schizoanalytic exploration of the potential of fabulation for the creation of new social collectivities in pre-service teacher education. Pedagogy, Culture and Society, 28(2), 241-259. https://doi.org/10.1080/14681366.2019.1629994

This article draws on Felix Guattari’s proposition of subject and subjected groups to explore the interplay between individual and group subjectivity within the higher education context in South Africa. The exploration is specifically orientated towa... Read More about A schizoanalytic exploration of the potential of fabulation for the creation of new social collectivities in pre-service teacher education.

Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism (2019)
Journal Article
Kruger, F., le Roux, A., & Teise, K. (2020). Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism. Educational Philosophy and Theory, 52(2), 206-216. https://doi.org/10.1080/00131857.2019.1625769

In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that impacts on African communities. We argue for an African eco-co... Read More about Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism.

Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence (2018)
Journal Article
Dick, L., Kruger, F., Müller, M., & Mockie, A. (2019). Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence. Cultural Studies - Critical Methodologies, 19(2), 84-90. https://doi.org/10.1177/1532708618807246

In this performative text, we explore the events that unfolded around the #ShimlaPark incident on February 22, 2016, on the Bloemfontein campus of the University of the Free State (UFS), South Africa. The text consists of four voices; that of a stude... Read More about Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence.

A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory (2018)
Journal Article
Kruger, F., & Evans, R. (2018). A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(2), https://doi.org/10.4102/td.v14i2.525

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace s... Read More about A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory.

Fabulation as a pedagogical possibility: working towards a politics of affirmation (2017)
Journal Article
Kruger, F., & Roux, A. L. (2017). Fabulation as a pedagogical possibility: working towards a politics of affirmation. Education as Change, 21(2), 45-61. https://doi.org/10.17159/1947-9417/2017/1941

The wave of student-led protests that have taken place across the South African higher education landscape over the last two years provides us, as teacher educators, with the opportune time to reflect on how our pedagogical practices relate to larger... Read More about Fabulation as a pedagogical possibility: working towards a politics of affirmation.

Posthumanism and educational research for sustainable futures (2016)
Journal Article
Kruger, F. (2016). Posthumanism and educational research for sustainable futures. Journal of education (University KwaZulu-natal), 65(SAERA 2015 Conference Special Issue), https://doi.org/10.17159/i65a04

Karen Barad’s (2007) concept of intra-action and Rosi Braidotti’s (2013) nomadic posthumanism are employed in this article to problematise the notion of educational research for sustainable futures. In rejecting the hierarchical dualism of Cartesian... Read More about Posthumanism and educational research for sustainable futures.

Rain and Water Symbolism in Southern African Religious Systems: Continuity and Change (2013)
Journal Article
Müller, R., & Kruger, F. (2013). Rain and Water Symbolism in Southern African Religious Systems: Continuity and Change. Exchange, 42(2), 143-156. https://doi.org/10.1163/1572543x-12341261

This article presents a diachronic perspective on rain and water rituals in southern Africa. The authors claim that contemporary rituals can only be properly understood when cognisance has been taken of their deep roots into the past. The authors ind... Read More about Rain and Water Symbolism in Southern African Religious Systems: Continuity and Change.