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"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.
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]
Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "Gracias por dejar los sketchbook": Drawing as a Liberatory Practice.
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  Data: <searchLink fieldCode="AR" term="%22Thompson%2C+Christine+Marmé%22">Thompson, Christine Marmé</searchLink> (AUTHOR)<i> cmt15@psu.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Children+of+immigrants%22">Children of immigrants</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Notebooks%22">Notebooks</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+minorities%22">Racial minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink><br /><searchLink fieldCode="DE" term="%22Prejudices%22">Prejudices</searchLink><br /><searchLink fieldCode="DE" term="%22Oppression%22">Oppression</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink>
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  Data: 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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  Data: <i>Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194490008
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        Value: 10.1080/00043125.2026.2636873
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        Text: English
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        StartPage: 39
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        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Notebooks
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      – SubjectFull: Racial minorities
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      – SubjectFull: Chicago (Ill.)
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      – TitleFull: "Gracias por dejar los sketchbook": Drawing as a Liberatory Practice.
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              M: 03
              Text: Mar2026
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              Y: 2026
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