Search results for: Caine Vera

Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.