Nxumalo, F. with Villanueva, M. (in press, 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. New York: Routledge.
Nxumalo, F. & Villanueva, M. (in press, 2020). Listening to water: Situated dialogues between Black, Indigenous & Black-Indigenous feminisms. In C. Taylor, J. Ulmer & C. Hughes (Eds.), Transdisciplinary feminist research practices: Innovations in theory, method and practice. New York: Routledge.
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. New York: Routledge.
Nxumalo, F., Diaz-Diaz, C., Semenec, P. (2020). Interview with Fikile Nxumalo, In C. Diaz-Diaz and P. Semenec (Eds.), Research after the child: Engaging with posthumanist and new materialist methodologies. New York: Springer.
Nxumalo, F. (2019). Resisting racial capitalist formations in early childhood education. In F. Nxumalo & C.P. Brown (Eds.). Disrupting and countering deficits in early childhood education. New York: Routledge Education.
Nxumalo, F. (2019). Presencing: Decolonial attunements to children’s place relations. In. D. Hodgins (Ed.). Feminist Research for 21st-Century Childhoods: Common Worlds Methods. London: Bloomsbury.
Nxumalo, F. & *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 (pp. 201-213). New York: Routledge.
Nxumalo, F. (2016). Touching place in childhood studies: Situated encounters with a community garden. In H.Skott-Myhre, V. Pacini-Ketchabaw, & K. Skott-Myhre (Eds.), Youth work, early education, and psychology: Liminal encounters (pp. 131-158). New York: Palgrave Macmillan.
Nxumalo, F. (2015). Forest stories: Restorying encounters with ‘natural’ places in early childhood education. In V. Pacini-Ketchabaw, & A. Taylor (Eds), Unsettling the colonial places and spaces of early childhood education (pp. 21-42). New York: Routledge.
Nxumalo, F. (2014). Inhabiting relational becomings in early childhood education. In H. Skott-Myhre & C. Little (Eds.), Troubling multiculturalism (pp.107-128). New York: Routledge.
Pacini-Ketchabaw, V., & Nxumalo, F. (2014). Posthumanist imaginaries for decolonizing early childhood praxis. In M. Bloch, B. Swadener, & G. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism – a Reader (pp. 131-142). New York: Peter Lang.
Pacini-Ketchabaw, V., & Nxumalo, F. (2013). Re-generating research partnerships in early childhood education: A non-idealized vision. In J. Duncan & L. Conner (Eds), Research partnerships in early childhood education: Teachers and researchers in collaboration (pp.11-26). New York: Palgrave Macmillan.
Pacini-Ketchabaw, V. & Nxumalo, F. (2012). Unpacking racialization through pedagogical documentation: Exploring nomadic practices. In A. Fleet, C. Patterson, & J. Robertson (Eds.), Conversations about Pedagogical Documentation (pp. 259-272). Castle Hill: Pademelon Press.
Pacini-Ketchabaw, V. & Nxumalo, F. (2010). A curriculum for social change: experimenting with politics of action or imperceptibility. In V. Pacini-Ketchabaw (Ed.), Flows, rhythms & intensities of early childhood education curriculum (pp. 133-154). New York: Peter Lang.