Public Pedagogies of Street-entrenched Youth: New Literacies, Identity and Social Critique

Rogers, Theresa; Schroeter, Sara; Wager, Amanda Claudìa; Hague, C.

doi:10.1007/978-981-4451-03-1_4

Cited by 7 publications

(2 citation statements)

References 14 publications

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“…With our support, the youth wrote, directed and edited their own short films as they learned about digital literacy and the art of filmmaking. All the videos were screened at Pacific Cinematheque theatre in Vancouver to a very receptive audience (see also Rogers, Schroeter, Wager, & Hague, 2014).…”

Section: Two Guitars and Two Red Plastic Chairs: The Evolution Of Thementioning

confidence: 99%

Equity and Digital Literacies: Issues of Access, Ethics and Engagement in a Youth Community Setting

Ford¹

2018

L & L

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This article reports on the issue of confidentiality faced by a community youth agency that provides access to digital technology for homeless or street-involved youth. Social media is the prevalent form of communication in displaced communities and presents certain ethical challenges as a result of creating and sharing media with potential unintended audiences. Ensuring ethical practices is a key aspect of the ongoing process of developing digital literacy that changes as technology evolves. It requires the facilitator’s focused attention to guide the youth in their ability to consider their digital footprint and potential unintended consequences of their practices.

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Section: Two Guitars and Two Red Plastic Chairs: The Evolution Of Thementioning

confidence: 99%

Equity and Digital Literacies: Issues of Access, Ethics and Engagement in a Youth Community Setting

Ford¹

2018

L & L

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“…Our theoretical framework is informed by process drama pioneers O'Neill (1995) and Heathcote and Bolton (1995), as well as contemporary feminist practitioners and theorists of drama in education. Researchers (e.g., Gallagher, 2007;Gallagher & Ntelioglou, 2011;Grady, 2000;Medina, 2004;Nicholson, 2011;Rogers, Schroeter, Wager, & Hauge, 2014;Wager & Winters, 2013) use arts-based and multimodal representations (e.g., play scripts, poems, drama, art, photography, film) to demonstrate how youths negotiate their beliefs and opinions. Literacy scholars have similarly argued that youths use critical multimodal literacies to construct knowledge and explore their identities Kalantzis & Cope, 2012;Rowsell, 2013).…”

Section: Multimodality and Dramamentioning

confidence: 99%

Blurring Boundaries: Drama as a Critical Multimodal Literacy for Examining 17th‐Century Witch Hunts

Schroeter¹,

Wager²

2016

J Adolescent & Adult Lit

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This article illustrates how critical multimodal literacy practices engage secondary students to further explore differences and similarities between past and present instances of discrimination within a process drama, where students and teachers explore a topic through unscripted role‐play. Data from a classroom‐based ethnography are drawn on to show how students in two grade 9 social studies classes made meaning from their engagements with a process drama about 17th‐century witch hunts. The authors use field notes, interviews, and photographs to reveal some of the complexities of using drama in the classroom, while highlighting the relevance of critical multimodal literacy practices for creating meaningful engagements with curriculum.

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Drama with street youth: visual methodology dialogues across distance

Wager

Wessels

2016

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Public Pedagogies of Street-entrenched Youth: New Literacies, Identity and Social Critique

Cited by 7 publications

References 14 publications

Equity and Digital Literacies: Issues of Access, Ethics and Engagement in a Youth Community Setting

Equity and Digital Literacies: Issues of Access, Ethics and Engagement in a Youth Community Setting

Blurring Boundaries: Drama as a Critical Multimodal Literacy for Examining 17th‐Century Witch Hunts

Drama with street youth: visual methodology dialogues across distance

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