Joining the Conversation: Twitter as a Tool for Student Political Engagement

Journell, Wayne; Ayers, Cheryl A.; Beeson, Melissa Walker

doi:10.1080/00131725.2013.822039

Cited by 21 publications

(20 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In agreement with Journell et al [ 69 ], the analyses that have been completed explain the didactic potential of social networks for the acquisition of political commitment by the university students. Likewise, we agree with Dewberry et al [ 70 ] on the need to work with freedom of expression through democratic principles and values within the classroom.…”

Section: Discussionsupporting

confidence: 87%

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Sánchez

Blanch

Quintana

et al. 2021

IJERPH

View full text Add to dashboard Cite

The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

show abstract

Section: Discussionsupporting

confidence: 87%

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Sánchez

Blanch

Quintana

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Social media influence the way students perceive, participate in, experience, and engage with campus activism (Biddix, ; Enjolras, Steen‐Johnsen, & Wollebæk, ; Journell, Ayers, & Beeson, ; LaRiviere, Snider, Stromberg, & O'Meara, ; Smith, ; Valenzuela, Arriagada, & Scherman, ; Velasquez & LaRose, ) as these virtual platforms experience exponential growth on college campuses. Social media allow students to engage virtually in political movements by responding to online comments, multimedia, and opinions via computing or mobile devices that shape and dictate the discourse of campus activism (LaRiviere et al., ).…”

Section: Campus Social Experience and Cocurricular Learningmentioning

confidence: 99%

“…Unlike traditional forms of activism, the instantaneous nature of accessing/sharing information on social media such as Twitter and Facebook acts as an accelerant for student protests, immediately calling attention to localized or national issues (Journell et al., ) while dramatically shortening the time it takes to organize toward campus or societal causes (LaRiviere et al., ). College students find social media to be constructive in coordinating political movements, to be a platform to promote advocacy, and to bring attention to perspectives regarding individual political views (Enjolras et al., ; Smith, ; Valenzuela et al., ).…”

Section: Campus Social Experience and Cocurricular Learningmentioning

confidence: 99%

Social Media in Higher Education

Rowan-Kenyon¹,

Alemán²,

Gin³

et al. 2016

ASHE Higher Education Report

View full text Add to dashboard Cite

“…Mobile technologysmartphones, digital cameras, and tabletsand the social media platform Tumblr were used so that PSTs could document and reflect on their movement through the neighborhoods and commercial areas that surround the schools they would teach in during the next two semesters. Use of these tools allowed for attention to be given to how PSTs learn with mobile devices and strategies for better preparing PSTs to use mobile technology in their own classrooms (Fuller and Joynes, 2015;Journell et al, 2013;Wallace et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Rethinking place, boundaries, and local history in social studies teacher education

Harshman

2017

SSRP

View full text Add to dashboard Cite

Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.

show abstract

Joining the Conversation: Twitter as a Tool for Student Political Engagement

Cited by 21 publications

References 19 publications

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Social Media in Higher Education

Rethinking place, boundaries, and local history in social studies teacher education

Contact Info

Product

Resources

About