"Gracias por dejar los sketchbook": Drawing as a Liberatory Practice.
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| Title: | "Gracias por dejar los sketchbook": Drawing as a Liberatory Practice. |
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| Authors: | Thompson, Christine Marmé (AUTHOR) cmt15@psu.edu |
| Source: | Art Education. Mar2026, Vol. 79 Issue 2, p39-44. 6p. |
| Subject Terms: | *Children of immigrants, *Early childhood education, Notebooks, Racial minorities, Social injustice, Prejudices, Oppression, Power (Social sciences) |
| Geographic Terms: | Chicago (Ill.) |
| Abstract: | This article examines the role of sketchbooks as a liberatory practice in early childhood education, particularly among 3- and 4-year-old second- and third-generation immigrant children in a low-income, predominantly Mexican neighborhood in Chicago. It highlights how open-ended drawing opportunities allow children to express their lived experiences and imaginations, countering traditional curricular approaches that often impose adult-centered narratives and perpetuate childism—a form of prejudice against children that underestimates their capacities. The article also discusses how children of color face compounded epistemic injustice due to both their age and racial identity, emphasizing the need for educators to practice "epistemic modesty" by valuing children’s knowledge and perspectives. Ultimately, sketchbooks are presented as a means to amplify children’s voices, foster community, and challenge deficit assumptions in early childhood settings. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article examines the role of sketchbooks as a liberatory practice in early childhood education, particularly among 3- and 4-year-old second- and third-generation immigrant children in a low-income, predominantly Mexican neighborhood in Chicago. It highlights how open-ended drawing opportunities allow children to express their lived experiences and imaginations, countering traditional curricular approaches that often impose adult-centered narratives and perpetuate childism—a form of prejudice against children that underestimates their capacities. The article also discusses how children of color face compounded epistemic injustice due to both their age and racial identity, emphasizing the need for educators to practice "epistemic modesty" by valuing children’s knowledge and perspectives. Ultimately, sketchbooks are presented as a means to amplify children’s voices, foster community, and challenge deficit assumptions in early childhood settings. [Extracted from the article] |
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| ISSN: | 00043125 |
| DOI: | 10.1080/00043125.2026.2636873 |
