Digital Storytelling for Transformative Global Citizenship Education

Truong-White, Hoa; McLean, Lorna R.

doi:10.2307/canajeducrevucan.38.2.11

Cited by 49 publications

(30 citation statements)

References 41 publications

(58 reference statements)

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“…Global citizenship education (Truong‐White & McLean, ) emphasizes the importance of recognizing how hegemonic discourses in the global media shape personal views of self and other. This digital storytelling project illuminated students’ developing awareness of how global media had impacted their perceptions of their global partner, what Kellner and Share () would call a growing critical media literacy.…”

Section: Resultsmentioning

confidence: 99%

“…What this project has achieved, and what other projects struggle with (see Truong‐White & McLean, ), was to break through some of the stereotypes and unequal power relationships that usually accompany engagements between more and less privileged learners. Story work permitted our students to recognize how global media have shaped how they have perceived the world, and it further served to counter stereotypical representations of the places and people who inhabit the world.…”

Section: Analysis Of Data and Implications For Future Practicementioning

confidence: 95%

“…However, research shows that placing emphasis on “distant others” reinforces an “us versus them” mentality. Moreover, this delineation fails to probe existing power relationships between learners across the globe; most importantly, it declines to encourage a reflection on the responsibility each learner has in perpetuating injustices (see Truong‐White & McLean, ).…”

Section: Digital Storytelling As a Border Pedagogymentioning

confidence: 99%

“…As instructors who are driven to make our teaching more socially just and to draw attention to racial and cultural inequities through social justice education, we felt a shared exigency towards creating a classroom environment that would allow our learners to reflect on their own biases in a way that both consoles and challenges their experiences as they explored what it means to be human today. As students forged new landscapes by communicating across the borders of technology, we aimed for them to come to a better understanding of themselves and their near and distant “other” (Truong‐White & McLean, ). Lastly, we felt that both America and South Africa, in terms of racialized histories, could provide an interesting basis for engagement.…”

Section: Introductionmentioning

confidence: 99%

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Being human today: A digital storytelling pedagogy for transcontinental border crossing

Stewart¹,

Gachago²

2016

Brit J Educational Tech

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Kristian Stewart is a King-Chavez-Park Future Faculty Fellow and Lecturer II in the Writing Program at the University of Michigan-Dearborn. Her research interests center on the writing practices of digital storytellers, emphasizing story work as a spatial practice that can alter classroom habitus alongside student perceptions of themselves, each other, and the work they produce. Dr. Stewart is currently collaborating on a grant from the University of Michigan that seeks to bring digital storytelling into a Flint, Michigan, high school classroom as a means for students to share experiences derived from the water crisis. Daniela Gachago is a senior lecturer in the Centre for e-Learning at the Cape Peninsula University of Technology. Her research interests lie in the potential of emerging technologies to improve teaching and learning in higher education, with a particular focus on using social media and digital storytelling for social change. She completed a PHD at the UCT School of Education where she explored the role of emotions in transforming students' engagement across difference and a Masters in Adult AbstractThis article reports the findings of a collaborative digital storytelling project titled "Being Human Today," a multimodal curricular initiative that was implemented simultaneously in both a South African and an American university classroom in 2015. By facilitating dialogue and the sharing of digital stories by means of a closed Facebook group, instructors were able to investigate students' critical awareness and social consciousness regarding notions of "self" and "other" across continents. Case study methodology was applied as a research framework to collect, code, and triangulate data gathered from student-driven texts, Facebook entries, and studentproduced digital stories. Framed by Giroux's border pedagogy and set within social justice education, findings provide evidence of our students' desire to be connected to each other, both locally and abroad, which we found to be the heart of what it means to be human today. Further, data revealed how sharing stories as cultural and personal artifacts worked to demystify notions of otherness in both local and global contexts. In particular, the comparison of personal stories shared in this space allowed for critique and a raised awareness of how students are impacted by global hegemonic discourses. Implications of practice for this study include breaking down the barriers-both real and imagined-as they relate to how educators conceive the use of technology in classroom spaces and student engagement across continents.

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Section: Resultsmentioning

confidence: 99%

Section: Analysis Of Data and Implications For Future Practicementioning

confidence: 95%

Section: Digital Storytelling As a Border Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Stewart¹,

Gachago²

2016

Brit J Educational Tech

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“…For example, scholars have debated whether global citizenship education is simply a mechanism for spreading neoliberal ideas of competitiveness (TORRES, 2015), a form of masked neocolonialism spreading U.S. values to other contexts (ZEMACH-BERSIN, 2007), a domestic response to the perceived "threats" (ORTLOFF and SHONIA, 2015), simple rhetoric (DAVIES, 2006), or whether global citizenship education is indeed a meaningful, action-based educational approach underscoring values of global solidarity, empathy, care, understanding, respect and/or tolerance for diversity (ANDREOTTI, 2006;NODDINGS, 2005;PASHBY, 2008;TORRES, 2015;TRUONG-WHITE and MCLEAN, 2015). Some scholars have argued that despite these debates, there are several recognized components associated with global citizenship education including:…”

Section: Global Citizenship and Global Competence: Orientations And Pmentioning

confidence: 99%

Educación para la Ciudadanía Global a nivel local: un análisis comparado de cuatro distritos urbanos estadounidenses

Engel

Fundalinski

Cannon

2016

REEC

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This paper focuses on exploring how education for global citizenship and competence is being defined and practiced within the U.S. education policy landscape, with a specific focus on the local primary and secondary school level. Against a framework of the multiple conceptions and forms of global citizenship education, including "at home," "abroad," and "comprehensive" approaches, the paper explores some select ways in which global citizenship education is developing in select local initiatives. We specifically examine the definitions and practices of global citizenship education in four urban school districts: Boston, Chicago, Seattle, and Washington, DC. Findings show a focus on global citizenship and global competency in local initiatives, but also illustrate multiple * George Washington University (Estados Unidos). Global CitizenshipEducation at a Local Level… Laura C. Engel, Jessica Fundalinski, and Tess Cannon e 24Revista Española de Educación Comparada, 28 (2016), 23-51 DOI: 10.5944/reec.28.2016 approaches to global citizenship education, revealing diverse system ecologies within the national system. KEY WORDS:Education Policy, Globalization, Global Citizenship, Local Level, Urban Area, United States. RESUMENEste artículo se centra en explorar cómo se está definiendo y practicando la educación para la ciudadanía global dentro del panorama de la política educativa de los Estados Unidos, con un enfoque específico en el nivel local de educación primaria y secundaria. En el marco de las múltiples concepciones y formas de educación para la ciudadanía global, incluidos los enfoques "en el hogar", "en el extranjero" y "el comprensivo", el trabajo explora algunas maneras en las que se desarrolla la educación para la ciudadanía global a través de una selección de iniciativas locales. Examinamos específicamente las definiciones y prácticas de la educación para la ciudadanía global en cuatro distritos escolares urbanos: Boston, Chicago, Seattle y Washington D.C. Los hallazgos muestran un enfoque epara la ciudadanía global y la competencia global en iniciativas locales, pero también ilustran múltiples enfoques de la educación para la ciudadanía global, revelando diversas ecologías de sistemas dentro del sistema nacional.

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Engaging the World

Pathak‐Shelat¹,

Bhatia²

2020

The Handbook of Media Education Research

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Digital Storytelling for Transformative Global Citizenship Education

Cited by 49 publications

References 41 publications

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Educación para la Ciudadanía Global a nivel local: un análisis comparado de cuatro distritos urbanos estadounidenses

Engaging the World

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