Teaching critical hope with creative pedagogies of possibilities

Schwittay, Anke

doi:10.1080/14681366.2023.2187439

Cited by 7 publications

(5 citation statements)

References 39 publications

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“…Because it showed you the good things then our time changing it … pollution and noise … they made it into a phenomenal song (Students, Europa School UK) This digital story demonstrates the importance of giving children agency to frame their own stories and create meaning multimodally through stunning artwork, powerful lyrics, and upbeat music (Schwittay, 2023). In From my Window-De ma Fenêtre, the children created scenes they wished to see or ones they hoped to avoid from their windows.…”

Section: Final Multilingual Digital Story-global Film Festivalmentioning

confidence: 98%

“…In framing our approach toward hopeful practice with young children, we draw on recent research with older students on teaching critical hope with creative pedagogies of possibilities. Schwittay (2023) argues that hopeful education is guided by 'values of mutuality, solidarity and justice' ( 14) and that where 'educators stand in solidarity with students and defy dominant ideologies from positions of justice and care, the result is audacious hope' (14). In outlining a critical-creative pedagogy, Schwittay focuses on art and design including stories and poetry to enlarge the scope of lived experience and believes 'aesthetic pleasure, can nurture desires, hopes and expectations.…”

Section: Critical Literacy and Hopeful Educationmentioning

confidence: 99%

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How Can Digital Storytelling Open Up Spaces for Activist Citizenship Where Young Children Create Stories of Hope and Resilience Across the World?

Macleroy,

Chung

2023

IJEC

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This article examines how 8-year-old children in a primary school in England develop new understandings of hardship and survival through the process of digital storytelling. The research presented here is part of a larger global literacy ‘Critical Connections Multilingual Digital Storytelling Project’ (2012-ongoing) working across 15 countries (Algeria, Australia, Cyprus, Egypt, England, Germany, India, Italy, Luxembourg, Malaysia, Palestine, Switzerland, Taiwan, Turkey, U.S.A.) in over 36 languages. We build on critical literacy research which argues that in creating texts, such as digital stories, with an ethic of social justice, children have to navigate tensions existing within cultures, languages, and communities. In our research, we look at what happens when children create their own collaborative digital story, interrogating these tensions surrounding ideas and realities of social justice, and decide how to represent their lives and the lives of others. We analyze the filmmaking process and how a class of 8-year-old children create a digital story, A Reflection on Water, for the project. As part of the process of creating their digital story, these children walk around their school playground carrying heavy buckets of water, raise money for Water Aid, create a website, and want children across the world to get clean water. These young children become part of a wider digital storytelling community at a global film festival, and we examine their reflections on the digital story, From my Window- De ma Fenêtre, created by older 10-year-old children in their school. A Ukrainian child joined this class during the project and their digital story shifted to incorporate their collective response to the Ukrainian crisis. In conclusion, we return to the Critical Connections Pedagogical Model and demonstrate collaborative filmmaking can open up spaces for activist citizenship with young children, and stories of hope and resilience.

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Section: Final Multilingual Digital Story-global Film Festivalmentioning

confidence: 98%

Section: Critical Literacy and Hopeful Educationmentioning

confidence: 99%

How Can Digital Storytelling Open Up Spaces for Activist Citizenship Where Young Children Create Stories of Hope and Resilience Across the World?

Macleroy,

Chung

2023

IJEC

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“…The proposal essentially builds on three key components. One is the critical-creative pedagogical approach developed by Anke Schwittay (Schwittay 2021(Schwittay , 2023. The second comprises the epistemological and theoretical principles of epistemic and practice communities (Feldman et al 2013).…”

Section: Universities and Pedagogies For Social Changementioning

confidence: 99%

“…Drawing on John Dewey, Schwittay argues for the inclusion of both body and mind in the learning process. For example, she asked students on her course Urban Futures to bring their personal experiences of living in Brighton, UK where her university is located, into the classroom and then work with their diaries, emotions, and critical reflections to discuss rights to the city and urban citizenship (Schwittay 2023). The second pathway, that of Creative Methods, draws, amongst others, on Augusto Boal's methods and theories around theatre.…”

Section: Universities and Pedagogies For Social Changementioning

confidence: 99%

“…More recently, calls for other pedagogies have emerged. Critical pedagogies (Nutall and Mbembe 2008;Mignolo and Walsh 2018), pedagogies of seeing and feeling (Manyozo 2023), indigenous pedagogies (Herrera-Huerfano et al 2023), anti-racist pedagogies (Gomes 2017;Dias 2022), and creative-critical pedagogies of hope (Schwittay 2021(Schwittay , 2023 have been called for, mostly within development and social change debates but also specific to the field of communication and social change (Dutta 2015;Villanueva 2018;Suzina and Tufte 2020;Zermeno et al Forthcoming). These are calls for action but also calls for other learning processes and for the visibility and presence of other knowledge systems.…”

Section: Introductionmentioning

confidence: 99%

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Unlearning Communication for Social Change—A Pedagogical Proposition

Tufte

2024

Social Sciences

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We have in recent years seen growing calls for pedagogies for social change amongst communication and development scholars, identifying resistances, critiques, and emerging practices in the field. This review article addresses this ‘pedagogical turn’, suggesting that it is in these pedagogies we can see the pathways to unlearn and relearn communication for social change. Offering a decolonial analytical lens, this article asks two questions: What characterizes these critical pedagogies? And how can the various pedagogies contribute to unlearning and relearning the field of communication and social change? This article is structured in five parts, first offering a review of key critiques articulated within the field of communication and social development in the past two decades, arguing that, in practice, what we are seeing is the organic development of a pluriverse of knowledges, values, and visions of society. Secondly, it proposes the decolonial term of ‘unlearning’ as a pedagogical pathway and epistemological ambition for the production and recognition of a pluriverse of knowledges, thereby challenging dominant perceptions of society and social change. Thirdly, it introduces a model of analysis which structures ways whereby we can think about monocultures and ecologies in relation to a range of dimensions of the pluriverse. Fourthly, it reviews key critical pedagogies, discussing how they address epistemic injustice both in broader societal contexts as well as in the university space. This article concludes by discussing how the process of unlearning through critical pedagogies has implications for the configuration and definition of the field of communication and social change, suggesting three areas for further research: ways of seeing (positionality), new subject positions (relationality), and new design processes (transition).

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