This study uses an interdisciplinary framework inspired by Ranciere (1991, 2009, 2010) ideas such as "intellectual equality," "redistribution of the sensible," and "aesthetic heterogenesis" to analyze the production of video-narratives of self and place within a group of Latino eight-year-olds attending public school in Milwaukee. The essay film, with its specific formulation through the self-portrait, operates as Ranciere's "third things" in a pedagogical encounter that searches for new visibilities for urban childhood through a learner-centered model that acknowledges the creative capacities of urban children, their contributions to the urban imaginary of the city, and their cultural status within communities of sense. (Contains 2 figures.)