NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168786
Record Type: Journal
Publication Date: 2018-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1476-8062
Drawing and Storytelling as Political Action: Difference, Plurality and Coming into Presence in the Early Childhood Classroom
Sunday, Kristine E.
International Journal of Art & Design Education, v37 n1 p6-17 Feb 2018
This article is an embodied representation of how narrative illustrates Hannah Arendt's ideas of action, natality and plurality. It is, in essence, a story of a story that situates the actions of two young children as an instance where difference came together through the political and public act of drawing. Throughout the unfolding of the event, and in the subsequent retelling of that event, subjectivity came into presence, for both the children and myself. Our knowing was mediated by our immediate experience and understood only in the reflection of the experience. The encounter highlights how early childhood art practices can serve as an opening for contemplating a relational theory of learning. It further illustrates how narrative frameworks provide important opportunities to respond to difference through the reorganisation and reintegration of ideas generated in action.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A