This paper reports on a research process that evolved as the researchers considered a study they conducted with kindergarten children, in which the process problematized the research construct of participant/observer. The paper is informed by poststructuralist theory as the participant/observers are observed. According to the paper, a poststructuralist reading of the work demands a critical stance of the researchers' thinking as researchers acknowledging that the research is constituted as much by the researcher's positionality as the research participants. The paper states that there is a double focus to the analysis: first, discussion centers on the experience of the kindergartners; and second, the focus changes to the teacher/researcher. It aims to present an analysis of the shifting multiple discursive practices evident in the classroom during a series of drama lessons. The paper's research study involved investigating if drama work could support the students in developing a critical response to some picture books, that is, if they could consider the literary texts in ways that were beyond a literal response. Stating that it is not possible to assume a position "outside" of the research process as the self is implied in the research process, the paper suggests that researchers may more beneficially behave as if research constructs multiple ways of seeing differently. (Contains 2 transcripts and 11 references.) (NKA)