chapter
Introduction
Pages 2

Artists, writers and critics engaged in ideas on child-centred culture, communication and media tend to throw the terms ‘child’ and ‘children’ and ‘young people’ out as interchangeable expressions that describe those people below the age of eighteen (in the UK certainly) without really thinking.Yet using these terms as if they were synonymous is far from ideal, for the terms themselves are subject to other descriptors as diverse as gender, race, socioeconomic status and many further subdivisions. But what can be said is that the people we call children are temporarily the inexperienced branch of the human family. And in acknowledging this, I will be picking up on the proposal that experience is gained through a process of joint activity,where attending, remembering and reasoning are things done between people. Most powerfully, they are done between experts and novices, teachers and learners (Crook 2008: 32)1 and, I would contend, the experts and teachers are joined by writers, artists and creators of story narrative: because important for me in the proposal is the idea of ‘joint activity’ between the experienced and the less so and between the critically creative and creatively critical discourse. Deleuze is right here to say,

The relationships between theory and practice are far more partial and fragmentary. Practice is a set of relays from one theoretical point to another, and theory is a relay from one practice to another. No theory can develop without eventually encountering a wall, and practice is necessary for piercing this wall.