This visual journey, which revisits childhood art as an entry point to inquiry centred on my landscapes of meaning as an educator, represents a self portrait about identity and place that is told from the multiple subjective geographies of self. My collection of childhood artwork offers a different lens to understand historical conditioning and socially constructed perspectives. Although these works reflect common motifs, the thematic trends warrant further consideration, including themes that contribute to ways of being as an artist, researcher, and teacher today.
Keywords: childhood art, arts-based research, feminist research, identity and place, curriculum development
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