Using Films in Teaching About Africa

Abstract

This paper begins with a brief critique of didactic approaches to teaching about Africa: such methods do not benefit students pedagogically; they cast Western academy/academics as guardians of truth about Africa; and they cast students as possible receptacles of objective knowledge of Africa. It suggests that an approach based on 'border pedagogy' offers a helpful alternative, and outlines the advantages of using films from/about Africa to achieve this. A Level 3 undergraduate module which incorporates films is outlined, and eight films used in the module are briefly described. Finally, attention is given to students' reactions to the use of films.

New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems

“…They were keen to stress, however, that podcasts should not replace lectures and field trips, but be used as an additional resource. The visual aspect of the podcasts -seeing specific environments and ecological processes in context and with immediacy -was considered to be a key strength of the resource, providing variety and interest in the teaching and learning experience (Kuzma and Haney 2001;Ansell 2002;Fox 2005). Students were provided with access, albeit remote, to external environments which they might not otherwise have the opportunity to see.…”

“…Students and teachers still need to work together in a social constructivist mode (Vygotsky 1978), as advocated by proponents of film in the classroom (Kuzma and Haney 2001;Ansell 2002). This reasoning is based on the advantages of conversation (Pask 1975), whereby students are afforded the opportunity to iteratively build on the knowledge they have gained from podcasts by reflecting and negotiating alternative viewpoints.…”

“…Whilst the authors do not wish to suggest a replacement of student field visits with video podcasts, there may be utility in bringing the 'outside' (especially exotic locations) into the classroom and/or wider learning experience. Video podcasts, as a form of film, might help to engage students and exemplify novel processes and concepts from environments with which they have limited or no direct experience (Ansell 2002). Communicating such material visually can be an important first step for students in their understanding (Johnson 2002;Winterbottom 2007).…”

Teaching Geography Using Films: A Proposal

“…Good teaching with audiovisual material involves showing good quality films, possibly in sufficient number to give an ample range of viewpoints on the same theme (Ansell 2002) preceded and followed by comments and questionnaires. When the project began, the idea was to compile an anthology DVD as a final product that collected together footage from films grouped according to the world environments portrayed.…”

Video Documentaries in the Assessment of Human Geography Field Courses

“…Visual methods have recently gained popularity in human geography research and teaching (e.g., Ansell, 2002;Rose, 2006Rose, , 2008Latham & Mccormack, 2007;Sanders, 2007;di Palma, 2009;Gandy, 2009). Based on the production and study of images such as photographs, videos, paintings and maps, this growing interest is closely linked to wider debates about the visual nature of the discipline (e.g., Rose, 2003;Matless et al, 2003;Dodge & Perkins, 2008).…”