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This article focuses on the process of creating still and video images with children through a practice referred to as ‘mashing’. The use of wearable cameras (by both researcher and children) is further explored, putting into question how documentation and visual analysis are conducted in school settings. Three concepts (i.e., gesture, encounter, endurance) are employed in relation to issues of visual representation in childhood research in order to support an understanding of documentation as pedagogically necessary in educational contexts.

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