Nxumalo, F., Cook, C., Rubin, J.C., Hendrix Soto, A.E., Cedillo, S. , & Scott, M.R. (2020). Staying with the trouble: grapplings with the more-than-human in a qualitative inquiry course. Qualitative Inquiry, 26(1), 24–35.
Nxumalo, F. & Villanueva, M. (2019). Decolonial water stories: Affective pedagogies with young children. International Journal of Early Childhood Environmental Education, 7(1), 40-56.
Nxumalo, F. & ross, k.m. (2019). Envisioning Black space in environmental education for young children. Race, Ethnicity & Education, 22(4,)502-524.
Nxumalo, F., Vintimilla, C.D., & Nelson, N. (2018). Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum. Curriculum Inquiry. Advance Online Publication https://doi.org/10.1080/03626784.2018.1522930
Nelson, N., Pacini-Ketchabaw, V., & Nxumalo, F. (2018). Rethinking nature-based approaches in early childhood: Common worlding practices. Journal of Childhood Studies, 43(1), 4-14.
Saint-Orens, L., & Nxumalo, F. (2018). Engaging with living waters: An inquiry into children’s relations with a local Austin creek. Journal of Childhood Studies, 43(1), 68-72.
Nxumalo, F. (2018). Situating Indigenous and Black childhoods in the Anthropocene. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking, (Eds) International Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature. Springer: New York. (handbook chapter - peer reviewed)
Nxumalo, F. (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research. (Advance Online Publication).
Nxumalo, F. & Cedillo, S. (2017). Decolonizing ‘place’ in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), 99-112.
Nxumalo, F. & Pacini-Ketchabaw, V. (2017). “Staying with the trouble” in child-insect-educator common worlds. Environmental Education Research, 1-13 (Advance Online Publication).
Nxumalo, F. (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children’s Geographies, 1-13 (Advance Online Publication).
Nxumalo, F. (2016). Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters. Contemporary Issues in Early Childhood, 17(1) 39-53.
Nxumalo, F. (2016). Towards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies. International Journal of Qualitative Studies in Education, 29(5), 640-654.
Pacini-Ketchabaw, V. & Nxumalo, F. (2015). Nature/culture divides in a childcare centre. Environmental Humanities, 7, 151-168.
Nxumalo, F., Oh, S., Hughes, J. †, & Baanji, S. (2015). Entangled dialogues on learning how to inherit in colonized and damaged lifeworlds. Canadian Children, 40(2), 82-88.
Pacini-Ketchabaw, V., di Tomasso, L., & Nxumalo, F. (2014). Bear-child stories in late liberal colonialist spaces of childhood. Canadian Children, 38(3), 26-55.
Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, C. (2014). Researching neoliberal and neocolonial assemblages in early childhood education. International Review of Qualitative Reasearch, 7(1), 39–57.
Nxumalo, F. (2012). Unsettling representational practices: Inhabiting relational becomings in early childhood education. Child & Youth Services Journal, 33(3-4), 281-302.
Nxumalo, F., Pacini-Ketchabaw, V., & Rowan, C. (2011). Lunch time at the child care centre: neoliberal assemblages in early childhood education. Journal of Pedagogy, 2(2),195-223.
Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, C. (2011). Nomadic research practices in early childhood: interrupting racisms and colonialisms. Reconceptualizing Educational Research Methodology, 2(1), 19-33.