ABSTRACT
This chapter explores the artistic practice of teacher researchers, examining the representations that are enabled through this often silenced practitioner voice. Positioning ourselves as artists we challenge the limited notion of the teacher researcher as simply a reporter of facts from within the early childhood classroom, looking closely at the artistic practices inherent in representation (Richardson, 2005; Gallas, 1994; Paley, 1984). We argue that the artistic practice of the teacher enables particular kinds of representations from within the classroom, including issues such as social justice, bias, mortality, etc. (Richardson, 2005).
