Abstract :
This article reflects on the reading and writing of
an art education curriculum for teacher education
centred on the biographical and social reconstruction
of childhood. The foundations of this
curriculum interconnect ideas from different
fields like postmodern childhood studies, visual
studies, and the performance of subjectivity and
memory. This is an interpretative curriculum
centred in narrating aesthetic encounters for
imagining and producing alternative views of
childhood. It stresses the relevance of biographic
work in the formation of teaching identities, and
constructs dialogues and connections between
the private and public discourses of childhood. In
this context the family album becomes a powerful
resource for visual analysis, cultural critique,
and subjective re-construction.
