Learners' relationships in class, and outside it, are important contributors to their self-presentation in e-portfolios as Visual Arts learners or performances in other roles.
I explore a cross-section of five e-portfolio examples from 29 learners. I describe the varied relationships and identities their choices reflect. Understanding these aspects is relevant for helping address a gap in research literature.
It is also important for educators to cater for in their design of e-portfolio syllabi. In particular, educators must do their best to ensure that e-portfolios do not simply amplify the privileges of richly-resourced learners or reflect the paucity of under-resourced ones.