Abstract
Abstract Printmaking, as a medium, is examined through the Foucauldian notion of inscription for its inherent metaphorical potential to inform and extend professional identities and pedagogical practices. The author examines two printmaking processes to theorize bodies as inscribed matrices latent with accrued histories that impress a composite representation of teacher identity via continued states of development. Personal anecdotes explore the relationship between teaching, making and research and how they can simultaneously be reflected upon and subsequently re-presented visually.
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