Critical perspectives on youth digital media production: ‘voice’ and representation in educational contexts

Dahya, Negin

doi:10.1080/17439884.2016.1141785

Cited by 32 publications

(22 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This recruiting-talented-people orientation is partly achieved by a clear indication on the event webpage, which helps contextualize the nature of the event and the role of the participants. Recent research studies have generally noted that the online communities a person has participated in can affect that person's imagined audiences, and hence self-expression (Chan, 2006(Chan, , 2010Dahya, 2017;Kedzior & Allen, 2016). The public image of the website helps shape this prior positioning, and such positioning presets the nature of subsequent face-to-face contact.…”

Section: Discussionmentioning

confidence: 99%

Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Chan

2019

Journal of Evidence-Based Social Work

View full text Add to dashboard Cite

Purpose: Digital storytelling (DST), broadly speaking, is a storytelling method that is interwoven with digital media. It is commonly used in educational settings or human services to support various sorts of social advocacy. While many of these DST practices have devised methods to engage marginalized groups to express their voices, they lack parallel initiatives to enable audiences to understand those voices. This study examined a story-retelling workshop model called StoryAd, which utilizes productions from DST activities to facilitate face-to-face contact. The workshop itself is also a lite version of DST activity. Method: A pilot study was conducted in Hong Kong in 2019. Participants enrolled online, met offline, and their advertisement ideas might go online and contribute back to the stories. The workshop model was evaluated using a one-group pretest-posttest design. The participants were 45 Hong Kong Chinese, aged 18-60. Results: Participants' critical thinking disposition, self-esteem, perspective-taking, and curiosity toward new information increased, while their need for cognitive-closure decreased. Discussion and Conclusion: This study has proved the feasibility and acceptability of the workshop model. It also opens the discussion about extending DST pedagogy to engage and influence story-readers.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Chan

2019

Journal of Evidence-Based Social Work

View full text Add to dashboard Cite

show abstract

“…According to Nick Couldry (2010), this blocking may lead to alienation and, in the long run, to a maintenance of the status quo (p. 119). Nevertheless, the main bulk of research on voice, recognition and power asymmetries has focussed its attention on dimensions other than social class -that is, on gender, age, ethnicity and race -and more attention has been given in the literature to the struggle for recognition in social movements that are tied to these issues (Baxter, 2006;Dahya, 2017;Dreher, 2009). In issues related to the category of class, the dimension of recognition and voice has been somewhat overlooked in both critical theory and critical social research (Sayer, 2005).…”

Section: Voice and Social Classmentioning

confidence: 99%

Voice, silence and social class on television

Jakobsson

Stiernstedt

2018

European Journal of Communication

View full text Add to dashboard Cite

The question of voice is a central and timeless political issue. Who gets to speak? Who is silenced? Who is listening? One of the main arenas for voice in modern, advanced democracies is the media. Media infrastructures, technologies, institutions and organizations are a precondition for political voice in large-scale societies, but are also an important factor in distributing the possibilities for voice among different groups and sectors of the population. In this article, we take on the question of voice in relation to social class and aim to analyse how the medium of television gives voice to people from different social classes. This study operationalizes the theoretical notion of voice by asking the following questions: who has the opportunity to appear and speak on television, to whom do they speak and under what circumstances does this communication occur? Based on a content analysis of television in Sweden, the results from this study show that voice is distributed in a highly unequal manner. It also shows that the relations enacted by television appearances conform to the social hierarchy. Whereas people from the ruling class frequently speak to people from the working and middle classes, they are rarely spoken to by members of a class that is positioned below their own. Television thus constructs a social hierarchy of voice and authority that reproduces and legitimizes already existing social hierarchies.

show abstract

“…Several authors highlight the value of digital media production for young people (Cannon, Potter, and Burn 2018;Parry, Howard, and Penfold 2020), remarking how these wide range of activities can foster different competences such as critical thinking, agency, civic participation (Dahya 2017), and technical skills (Denner, Werner, and Ortiz 2012;Kafai and Burke 2016). Media production initiatives are often grounded on democratic ideals, having at their core the goal of encouraging the participation of people who are perceived as marginalised (Jenson, Dahya, and Fisher 2014;Ahn et al 2014), promoting a more levelled field towards participation in contemporary cultures (Kafai and Burke 2016).…”

Section: Introductionmentioning

confidence: 99%

Reflexivity, methodology and contexts in participatory digital media research: making games with Latin American youth in London

Paula

2021

Learning, Media and Technology

View full text Add to dashboard Cite

In this paper, I intend to explore the role played by reflexivity in grounding a more critical perspective when designing, implementing and analysing participatory digital media research. To carry out this methodological reflection, I will present and discuss a recently concluded research project on young people's game-making in an after-school programme targeting Latin American migrants in London/UK. I will pay special attention to how my subjectivities influenced planning, data generation and analysis of this programme, and to how context, lived experiences, curricular decisions and interpersonal relationships shaped the kinds of knowledge produced through this research. Findings emerging from this experience included relevant dissonances between curricular design/decisions and the use of participatory approaches in game-making, and the limitations of traditional analytical categories within the Social Sciences field (e.g., gender and intersectionality) to understanding subjectivities expressed through game-making. This study offers relevant insights into the place of reflexivity in research on digital media production by young people by highlighting its complexity and by calling for more critical and less homogenising approaches to this type of research.

show abstract

Critical perspectives on youth digital media production: ‘voice’ and representation in educational contexts

Cited by 32 publications

References 36 publications

Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Voice, silence and social class on television

Reflexivity, methodology and contexts in participatory digital media research: making games with Latin American youth in London

Contact Info

Product

Resources

About