Original Research

Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom

Karin S. Murris, Robyn Thompson
Reading & Writing | Vol 7, No 2 | a127 | DOI: https://doi.org/10.4102/rw.v7i2.127 | © 2016 Karin S. Murris, Robyn Thompson | This work is licensed under CC Attribution 4.0
Submitted: 10 November 2015 | Published: 15 July 2016

About the author(s)

Karin S. Murris, School of Education, University of Cape Town, South Africa
Robyn Thompson, Philosophy in Education in Southern Africa, South Africa


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Abstract

This article reports on a philosophy for children (P4C) literacy project in a South African foundation phase classroom that introduces an important new focus in the P4C classroom: the visualisation of philosophical ideas provoked by the picture book The Big Ugly Monster and the Little Stone Rabbit (2004) by Chris Wormell, giving voice to young children’s own imaginative ideas and beliefs (in this case about death). This research shows how a particular use of the community of philosophical enquiry pedagogy combined with the making of drawings necessitates a rethinking of what ‘voice’ means. We conclude that the children’s drawings bring something new into existence, thereby offering unique material and discursive opportunities for all children, including those who otherwise might not have expressed their ideas.

Keywords: Comprehension; emergent literacy; visual research; community of enquiry; philosophy with children; picturebooks; death; voice; inclusion; participation


Keywords

Comprehension; emergent literacy; visual research; community of enquiry; philosophy with children; picturebooks; death; voice; inclusion; participation

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