Wild Encounters: A More-Than-Human Approach to Children’s Drawing

Abstract

This article focuses on the drawing practice of Andrew, a 4-year-old boy whose work the author encountered as part of a 12-month ethnographic study of children’s drawing in a university-affiliated preschool classroom. The author approaches Andrew’s drawing as more-than-human, as a mesh of materials, meanings, properties, and processes in which human, nonhuman, and not-quite-human operators are interlocked in networks that produce different complexes of signifying forces.

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