ABSTRACT
In this chapter we give an account of our philosophical engagement with picturebooks, a ground-breaking genre of literature-art, our identification of criteria for picturebook selection; and our exposition of picturebooks as philosophical texts (Haynes 2007, 2008; Haynes & Murris 2012; Murris 1992, 1997, 2016). We reflect on the wider contestation about literature, art, reading, childhood and how this is reflected in the portrayal and enactment of adult:child relations.
