Verbalization in Children’s Drawing Performances: Toward a Metaphorical Continuum of Inscription, Extension, and Re-Inscription

Abstract

Reconceptualizing the relationship between a child/subject and the adult/researcher is necessary in order to begin unraveling the possibilities entangled in children’s learning practices, particularly those articulated by/through children’s drawing performances. This article seeks to expand upon the complexities of researcher/subject relationships, participatory research practices, documentation as a context for critical inquiry and interpretation, and children’s drawing as a social performance. Utilizing a metaphorical continuum of inscription, extension, and re-inscription to continually re-contextualize the verbal interactions between Carter (the subject) and myself (the researcher), spaces of de-familiarization are constructed that illuminate and give rise to additional epistemological layers, accentuating an already complex understanding of children’s drawing performances.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 24 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.