Frans Kruger

Contact

• workRoom C86 Dearing Building
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• Frans.Kruger@nottingham.ac.uk

Biography

Dr Frans Kruger is an Associate Professor in Education. Prior to joining the University of Nottingham, Frans held a senior lectureship in Philosophy and Policy Studies in Education at the University of the Free State, South Africa. Previously, he held positions at the University of Kwazulu-Natal in South Africa and Hankuk University of Foreign Studies in the Republic of Korea (South Korea). Frans is an associate editor for Education as Change and an editorial board member for Qualitative Research and In Factis Pax: Journal of Peace Education and Social Justice.

Research Summary

Frans explores three related but different research foci. Firstly, he engages with pedagogical practice and social and ecological transformation. The central question that drives this focus is to… read more

Selected Publications

• KRUGER, FRANS, 2024. On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary Educational Philosophy and Theory. 56(11), 1101–1111
• KRUGER, FRANS and ZEMBYLAS, MICHALINOS, 2024. Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities Studies in Philosophy and Education.
• KRUGER, FRANS and ZEMBYLAS, MICHALINOS, 2023. Theoretical and political implications of agonistic peace for decolonising peace education Journal of Peace Education.
• MARGUERITE MÜLLER and FRANS KRUGER, 2022. Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education Studying Teacher Education. 18(3), 276-293

• View all publications

I welcome inquiries from prospective PhD students in the broad areas of:

• Environmental and sustainability education
• Human-animal relations in education
• Posthumanist and new materialist perspectives on education
• Postqualitative, non-representational and multispecies inquiry in education
• Heritage and museum education
• Indigenous philosophies and education
• Modernity/coloniality and decoloniality in education

Please email me if you would like to discuss your proposed doctoral research project.

Current Research

Frans explores three related but different research foci. Firstly, he engages with pedagogical practice and social and ecological transformation. The central question that drives this focus is to what extent and what forms of social and ecological transformation pedagogical practices make possible? Using this question as a springboard, Frans explores how philosophical concepts could inform pedagogical practice that enables the emergence of more inclusive and affirmative socio-ecological collectivities. Secondly, he interrogates to which extent educational research and practice informed by critical posthumanism and new materialism enable one to respond to the prevailing socio-political and ecological conditions associated with the Anthropocene. In this regard, Frans is particularly interested in exploring the possibilities and forms of social and ecological justice that such research and practice make possible. Thirdly, Frans's research is concerned with the affective and material turn in education research and the questions these raise around what constitutes educational research and how research inquiry could be engaged in and reported on. Frans's research is inter- and transdisciplinary in considering the relationship between education and ecological justice concerns, as well as between education, social transformation, and decoloniality.

• KRUGER, FRANS, 2024. On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary Educational Philosophy and Theory. 56(11), 1101–1111
• KRUGER, FRANS and ZEMBYLAS, MICHALINOS, 2024. Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities Studies in Philosophy and Education.
• KARAMERCAN, ONUR, MATAPO, JACOBA, KAMENARAC, OLIVERA, FA’AVAE, DAVID TAUFUI MIKATO, ARNDT, SONJA, IRWIN, RUTH, KRUGER, FRANS, MIKA, CARL, BASSIDOU, MAHAMAN YAOU ABDOUL, TESAR, MAREK and MONTE, PABLO DEL, 2023. Engaging and developing community in digital spaces: Approaches from the Editorial Development Group Educational Philosophy and Theory. 55(7), 27-42
• KRUGER, FRANS and ZEMBYLAS, MICHALINOS, 2023. Theoretical and political implications of agonistic peace for decolonising peace education Journal of Peace Education.
• MARGUERITE MÜLLER, ADRE LE ROUX and FRANS KRUGER, 2022. Diffractive memory-stories and response-activeness in teaching social justice Discourse: Studies in the Cultural Politics of Education. 43(6), 821-836
• MARGUERITE MÜLLER and FRANS KRUGER, 2022. Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education Studying Teacher Education. 18(3), 276-293
• KRUGER, FRANS, 2021. Enacting small justices: Education, place and subjectivity in the Anthropocene Journal of Philosophy of Education. 55(4-5), 665-674
• KRUGER, FRANS, 2021. Dwelling With Wildflowers: Qualitative Inquiry as Life-Living and Life-Giving Qualitative Inquiry. 27(6), 731-736
• MÜLLER, MARGUERITE and KRUGER, FRANS, 2021. Do you miss kimchi?’ A collaborative arts-based narrative of education and migration. In: J. KURZWELLY and L ESCOBEDO, eds., Migrants, Thinkers, Storytellers: Negotiating Meaning and Making Life in Bloemfontein, South Africa HSRC.
• KRUGER, FRANS, 2020. Crafting New Worlds: Critical Qualitative Inquiry and/as an Aesthetics of the Wound Cultural Studies ↔ Critical Methodologies. 20(6), 535-538
• KRUGER, FRANS and LE ROUX, ADRÉ, 2020. A schizoanalytic exploration of the potential of fabulation for the creation of new social collectivities in pre-service teacher education Pedagogy, Culture & Society. 28(2), 241-259
• KRUGER, FRANS, LE ROUX, ADRÉ and TEISE, KEVIN, 2020. Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism Educational Philosophy and Theory. 52(2), 206-216
• MÜLLER, MARGUERITE and KRUGER, FRANS, 2020. Eight Weeks, Eight Verses: Using Arts-Based Inquiry to Explore Educator Subjectivity and Reflexivity during a Time of Social Change. In: HALA MREIWED, MINDY R. CARTER and CLAUDIA MITCHELL, eds., Art as an agent for social change Brill. 191-205
• MÜLLER, MARGUERITE, KRUGER, FRANS, LEKOALA, NTHABISENG and MOKOENA, NTHABISENG, 2020. Pedagogy Is a Messy Affair: A Performative Narrative of Being New Qualitative Inquiry. 26(1), 89-98
• KRUGER, FRANS, 2020. The movement of thought: Mapping knowledge-growing. In: M. CRUL, L. DICK, H. GHORASHI and A. VALENZUELA JR, eds., Scholarly Engagement and Decolonisation: Views from South Africa, The Netherlands and the United States SunMedia. 323-342
• DICK, LIEZL, KRUGER, FRANS, MÜLLER, MARGUERITE and MOCKIE, ANGELO, 2019. Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence Cultural Studies ↔ Critical Methodologies. 19(2), 84-90
• KRUGER, FRANS and EVANS, RINELLE, 2018. A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory The Journal for Transdisciplinary Research in Southern Africa. 14(2),
• KRUGER, FRANS and LE ROUX, ADRÉ, 2017. Fabulation As a Pedagogical Possibility: Working towards a Politics of Affirmation Education as Change. 21(2), 45-61
• KRUGER, FRANS, 2016. Posthumanism and educational research for sustainable futures: Journal of Education Journal of Education. 65, 77-94
• KRUGER, FRANS, 2015. Experimenting with Nomadic Posthumanism: An alternative approach to conceptualizing education and rural learning ecologies: Alternation: Interdisciplinary Journal for the Study of Art and Humanities in Southern Africa Alternation: Interdisciplinary Journal for the Study of Art and Humanities in Southern Africa. 16, 329-345
• MÜLLER, RETIEF and KRUGER, FRANS, 2013. Rain and Water Symbolism in Southern African Religious Systems: Continuity and Change Exchange. 42(2), 143-156
• KRUGER, FRANS, 2012. The role of TESOL in educating for peace Journal of Peace Education. 9(1), 17-30