Restorying as political action: authoring resistance through youth media arts

Stornaiuolo, Amy; Thomas, Ebony Elizabeth

doi:10.1080/17439884.2018.1498354

Cited by 47 publications

(20 citation statements)

References 31 publications

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“…Similarly, in empirical research, scholars have observed how participants engage in worldmaking. Young people, for instance, have 'restoried' their lives through media arts, writing themselves into existence and creating worlds they want to live in (Stornaiuolo and Thomas 2018). With these counter-narratives, they resist their experiences of the exclusionary discourses and practices of intersectional systemic injustice.…”

Section: Stability: Inequalities and Injusticesmentioning

confidence: 99%

What is ‘critical’ in critical studies of edtech? Three responses

Macgilchrist

2021

Learning, Media and Technology

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We describe our focus in Learning, Media and Technology as the 'critical analysis of the social, cultural and political aspects of digital media production, consumption, technology and culture in educational contexts '. But what work is the word 'critical' doing in current research on education and technology? The meaning of 'critical' has never been stable. It varies across the fields that contribute to the conversation on edtechfrom education to sociology, media studies, cultural studies, history, philosophy and othersand it changes over time. Some scholars wonder if we are facing a 'fatigue of critique' or suggest we move towards 'post-critique' (Editorial Team 2020;Hodgson, Vlieghe, and Zamojski 2018). Yet at the same time, I have been intrigued recently by the emergence of generative, speculative and utopian approaches to criticality in the most mainstream of places: funded research projects. Given this 'mainstreaming' of what was previously marginal in the field of education and technology, now seems like an opportune moment to take stock of the priorities in current critical research on learning, media and technology, and to highlight areas for the future of this conversation.Transformation: new edtech, new policies, new processes, new practices One core interest is how emerging technologies are potentially transforming education and society. Critical research is, in this sense, about observing emerging technologies, questioning the hype surrounding them and reflecting on their sociopolitical implications. Recent research has looked into specific hardware, software and platforms, arguing that datafying apps like ClassDojo serve as gamified mechanisms for controlling students' behaviour (Manolev, Sullivan, and Slee 2019), that learning-to-code apps like Grasshopper deploy specific pedagogies in their sociotechnical materialities (Decuypere 2019), or that teachers are largely unaware of how data can be exploited when students use wearables for physical education (Lupton 2021). More broadly, studies have teased out how expert knowledge and bioinformatic technologies aim to predict educational futures (Williamson 2020), how technology reform networks are held together in and across localities (Dussel 2018), how emotional AI is being used to quantify social and emotional learning (McStay 2020) and how claims about neurotechnology's potential to modify the brain are appearing in educational spaces (Williamson 2018).Studies have begun to interrogate the science behind edtech, identifying how knowledge is produced, how assumptions are baked into edtech, and how controversies unfold when, e.g., cluster analysis is used in learning analytics or artificial intelligence methods are integrated into learning environments (Perrotta and Selwyn 2020;Perrotta and Williamson 2016). Important assumptions are carried into practice when, for instance, machine learning tutorials present machine learning to practitioners as universally applicable and easy to apply without specialist knowledge (Heuer, Jarke, and Breiter 2021).

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Section: Stability: Inequalities and Injusticesmentioning

confidence: 99%

What is ‘critical’ in critical studies of edtech? Three responses

Macgilchrist

2021

Learning, Media and Technology

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“…Literacy scholars who build on multiliteracies (e.g., New London Group, 1996) and social semiotics (e.g., Kress, 2010) frameworks have analyzed digital compositions to illustrate how young people design meaning and social futures in response to ideologies of power with multiple modes (Curwood & Gibbons, 2009; Domingo, 2011; Smirnov & Lam, 2019). To see and support the range of ways that young people might enact critical media literacy in schools, research must attend to literate activities embedded in youth participatory cultures (Stornaiuolo & Thomas, 2018).…”

Section: Theoretical Perspectives and Relevant Literaturementioning

confidence: 99%

Humor as Political Possibility: Critical Media Literacy in LGBTQ+ Participatory Cultures

Shrodes

2020

Reading Research Quarterly

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The author contributes new insights into everyday literacies in participatory cultures using a multimodal analysis of three LGBTQ+ reaction videos on YouTube. LGBTQ+ reaction videos respond, often comedically, to oppressive media forms and technologies. In the analysis, the author considers how reaction video makers draw on seven meaning‐making modes and multimodal techniques in digital composition to enact practices of critical media literacy, namely, to identify, interrogate, and disrupt dominant ideologies that undergird media forms and technologies. Through analytic video logging and multimodal analysis of video episodes, the author also examines the role of humor in enactments of these practices. The article forwards the conceptual framework of humor as political possibility made manifest in the range of ways that video makers construct slips of humor, compose multimodal parodies, and create satires that critique dominant ideologies and imagine new ways of being in the world. Examining literate activities in participatory cultures with a focus on LGBTQ+ identities has purchase to explicate possibilities to name, challenge, and transform dominant ideologies toward more just futures.

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“…Intentionally creating space for adolescents’ social media and other digital literacy practices requires recognizing that literacy instruction is more than teaching isolated and discrete skills (Aguilera & Lopez, 2020; O’Byrne, ; Stornaiuolo, & Thomas, ). Drawing on Frankel, Becker, Rowe, and Pearson’s () definition of literacy, we conceptualize “literacy as the process of using reading, writing, and oral language to extract, construct, integrate, and critique meaning through interaction and involvement with multimodal texts in the context of socially situated practices” (p. 7).…”

Section: The Importance Of Building On Adolescents’ Digital Literacy mentioning

confidence: 99%

Pathways for Educators to Challenge Deficit Perspectives: Adolescents’ Transnational Digital Literacy Practices in the Classroom

2020

J Adolescent & Adult Lit

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Restorying as political action: authoring resistance through youth media arts

Cited by 47 publications

References 31 publications

What is ‘critical’ in critical studies of edtech? Three responses

What is ‘critical’ in critical studies of edtech? Three responses

Humor as Political Possibility: Critical Media Literacy in LGBTQ+ Participatory Cultures

Pathways for Educators to Challenge Deficit Perspectives: Adolescents’ Transnational Digital Literacy Practices in the Classroom

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