Abstract :
Directions, Volume 18 Number1[1] suggests that
postmodern theory is beginning to have a significant
effect upon educational practice. Atkinson
[2] has directed attention towards the effects of
both the construction of the subject and the real
within art teaching. Much postmodern theory
challenges the unitary, pre-existing subject. This
paper will argue that the persistence of an ideology
of self-expression which asserts that all
representation is in connection with (should be
read in relation to) a singular, pure, pre-existing
self acts to limit our understandings of the
complexity of children’s representations and is in
conflict with many contemporary positions.
Research has centred on the development of
‘out of school’ sketchbooks. Large sketchbooks
were given out to nursery and reception children
paired with older siblings in primary education.
Possible drawing activities and interests were
discussed and children were left to develop the
sketchbooks at home. Two weeks later (including
a half term holiday) the children were interviewed
in relation to the drawings developed. The drawings
have been considered in relation to contemporary
approaches to self and identity.
The conclusions of this paper revolve around the
possibilities of reading children’s drawing in relation
to self and identity through the interaction of social
context, discursive practice and agency in a manner
which is suggested by Ricouer’s formulation of the
social imaginary. Additionally, the substitution of
tenacious notions of expression with concepts of
agency and contingency grounded in the characteristics
of ‘citationality’, articulation and narrative
are suggested as a basis for developing the educational
potential of drawing.
