共查询到20条相似文献，搜索用时 31 毫秒
1.
Edward Wright 《British Journal of Religious Education》2020,42(1):14-24
ABSTRACTIn these last four decades or so, adolescence became understood as the time when young people ask fundamental questions about themselves, each other, the world, and one’s past, present and future life that seek unity of purpose and coherence. For most young people the digital media are popular modalities through which they seek, consciously or unconsciously, meaningful answers to such questions. Multimodal spaces are sites for adolescent identity construction, a reality that prompted media educators to focus more on youth as authors of multimodal productions that provide opportunities to create narratives of self. RE has been increasingly justified by the support it provides students to become subjects of life, and the potential to provide opportunities for meaning-making. This essay explores how these functions of RE become more possible through the creative pedagogy of MLE and the digital technologies it utilizes for storytelling, especially photography and film-making which can engage the processes of interpretation and meaning-making, imagination and critical reflection. The creativity of MLE can be positively utilized in RE for meaning-making and identity formation. This paper draws upon the Maltese context in which RE is more of a confessional nature (CRE). This model could significantly benefit from such an endeavour. 相似文献
2.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
3.
AbstractThis paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches. 相似文献
4.
Grace MyHyun Kim 《Learning, Media and Technology》2019,44(4):473-488
ABSTRACTAs new media spaces expand opportunities for engagement with geographically distant people and places, this article examines how communication practices within such spaces may construct cultural differences. The study’s data source was a website on which people posted, watched, and discussed Asian dramas. Qualitative data included writing, visual images, and interactions created within the site’s Korean dramas forum. Analyses of user-generated discussions revealed discourses about Korean distinctiveness. The forum functions as a virtual multicultural learning community where youth who lived outside of Korea imagined and negotiated an understanding of Korean culture. As these youth participated in Hallyu (the Korean Wave) through their engagements with its media, their discourses on Korean distinctiveness reinscribe Koreans as a global Other. Implications of this study include ways that online transnational engagements with Korean dramas in particular, and Hallyu media in general, shape current learning about Korea, as well as the possibilities and challenges of new media affordances for Internet-mediated multicultural learning. 相似文献
5.
AbstractThis paper explores the views of young people aged 12–14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015–2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context, with its increasing global awareness of gender diversity, offers young people significant new ways of learning about and doing gender. Findings reveal that many young people have expanded vocabularies of gender identity/expression; critical reflexivity about their own positions; and principled commitments to gender equality, gender diversity and the rights of gender and sexual minorities. We also show how young people are negotiating wider cultures of gendered and sexual violence. Schools are providing some spaces and learning opportunities to support gender and sexual diversity. However, overall, it appears that young people’s immediate social cultural worlds are constructed in such a way that gender binary choices are frequently inevitable, from school uniforms and toilets to sports cultures and friendships. Our conclusion touches on the implications of these findings for how educational practitioners, external agencies and young people can address gender rights, equality and justice in schools and beyond. 相似文献
6.
This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning. 相似文献
7.
Refugee youth attend schools in every state in the United States. Yet, little is known about their schooling experiences or the ways in which schools engage their parents. In this paper, we resituate notions of parent involvement by focusing on the interactions between refugee parents and U.S. schools Drawing on data collected during a twenty-six month ethnography of refugees in a Northeastern city, we examine how the influx of refugee students into one school district, not only changes the district’s student demographics, but also leads to policy changes mediated by the repositioning of refugee parents’ involvement in decision-making at one public school, and a reconfiguring of the school leadership advisory team. We document the ways in which refugee parents, when joined with others, engage in what Das Gupta (2006) calls space-making, or the process by which transnational migrants make spaces for themselves within, between, and outside of existing policies, practices, assumptions, and expectations. We show refugee parents advocating for themselves and their children, and working with teachers and community members to navigate uncertain and unfamiliar educational spaces and to build new, more adequate spaces for the emergent needs of a school with changing demographics. 相似文献
8.
AbstractThis paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people’s frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised. 相似文献
9.
Erica Rosenfeld Halverson Damiana Gibbons Shelby Copeland Alon Andrews Belen Hernando Llorens Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403
In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art. 相似文献
10.
《Critical Studies in Education》2013,54(1):73-90
Abstract This article reports on aspects of the pilot phase of a continuing study of pregnant and parenting young people and their movements in and out of school (and other educational) settings. It presents an overview of the methodological approach employed, data collected and readings of that data. The article draws on one specific case to identify how young people engage with school during this phase of their lives. This case represents one instance of how young people can see themselves becoming somebody in and around other identity work they engage in while pregnant and parenting at school. An insight into the dilemmas encountered in the interpretation of data and the construction of research accounts is provided through a window on researcher reflections and research team discussions. 相似文献
11.
《理论付诸实践》2012,51(2):76-82
A lack of good information about what youth are doing with new media stimulates fears and hopes about the relationship between young people and digital technologies. This article focuses on new modes of inquiry into youth new media use, highlighting the challenges, complexities, and opportunities inherent in studying young people's digital cultures. It outlines methodological issues unique to studies of youth and new media, such as accessing populations of respondents, benefits and drawbacks to online qualitative research, and challenges in capturing a snapshot of young people's actual, not self-reported, media practices. This type of qualitative research on youth media cultures and practices can guide educators who are developing pedagogy and policy that integrate young people's mediated practices into the educational process. 相似文献
12.
Liz Chamberlain 《Literacy》2019,53(1):39-45
This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts. 相似文献
13.
Marcelle Haddix 《理论付诸实践》2015,54(1):63-70
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities. 相似文献
14.
This article explores the way adolescents and adults are experimenting with the multimodal affordances of contemporary intertextual practices. Drawing on a considerable number of recent research studies, we outline how young people and young adults are consistently engaging with the opportunities of the digital environment. We explore the recent history of multimodality, examining how we can help students move from simply using intertextuality for their own enjoyment, to a far more critical and informed position. This critical position, we feel, is especially powerful when students engage in intercontextuality and when they investigate issues of identity through the affordances of multimodal texts. Drawing on the research studies, we offer a number of ways in which English teachers can utilize the potential of their students' capability with the new technologies. 相似文献
15.
Alicia Blum-Ross 《Learning, Media and Technology》2017,42(1):54-73
This article explores the dissonance between the expansive discourses imagined by the advocates for youth media as helping foster ‘empowerment’ and ‘voice', versus the more circumscribed realities of participatory media production. I focus on a two-part case study – considering both a film-making project for ‘at risk’ young people in South London and the English national government funder that provided the resources for the young people to take part. This case study allows for an exploration of the political economy of youth media, and the relationship between youth media funding and how and why young people in my research often chose to make films about ‘gangs', a striking topic of concern across 11 youth media case study sites. I use this empirical example as a means to analyse how ‘empowerment’ in youth media projects, understood as both critical media literacy and youth voice, moves from abstract discourse to on-the-ground practice. 相似文献
16.
Amy Stornaiuolo 《学习科学杂志》2020,29(1):81-103
This article centers sociocultural and sociopolitical considerations of how young people understand, represent, and use data by presenting findings from a social design research study about how students in a public urban high school authored “data stories” using personal data they curated, collected, and visualized. The study contributes to theoretical understandings of critical data literacies by considering the experiences and practices of adolescents enrolled in a required media arts class as they produced data visualizations drawn from their everyday lives. Findings center on two aspects of critical data literacies youth developed—understanding themselves as people capable of using data for multiple purposes and understanding data as socially situated resources for meaning-making. This study foregrounds the importance of positioning youth as authors and architects of data, making central youth perspectives in understanding the role of data in young people’s digitally connected lives and highlighting the importance of expanding what “counts” as data. It also suggests the importance of creating infrastructure to support the development of culturally relevant data practices that highlight the social, cultural, and political uses of data and its racialized dimensions. 相似文献
17.
Damiana Gibbons Pyles 《Learning, Media and Technology》2017,42(1):8-27
An ethics of youth media production is the interplay of identities, media literacy, and modality that shape the environment within which young people produce media, yet how ‘voice’ is fostered and/or constrained in these environments could still be explored more fully. This paper stems from a larger qualitative study of how youth created films about their lives and communities in four non-school spaces that strove to give voice to underrepresented youth across the USA. This detailed semiotic analysis illustrates the nuances in the discussion between young people and youth media arts educators in two of these organizations during the pitch, the key moment in the filmmaking process in which the youth presented their ideas for their videos for adult approval before they moved on to the next stages, for example, filming. This analysis illustrates how young people negotiated their voice, tracing the negotiation and the inherent power dynamics that occurred. 相似文献
18.
19.
AbstractUsing collective biographical narrative, this paper examines the ways in which school spaces – even in socioculturally and politically conservative locations – might serve to empower trans youth. The authors explore the ways that teacher, peer and curricular interactions enabled them to navigate a range of cultural spaces and arrive at authentic selves who advocate on behalf of trans youth. 相似文献
20.
Within the current climate of unpredictability and constant change, young people at school are faced with a multitude of choices and contradictory influences. In this article, I argue that (re)presentations of young people in youth research need to reflect the complexity and multiplicity of their lives and changing priorities, and I attempt to (re)present a small group of young people in this particular milieu. I illustrate some of the competing influences in their lives, and I outline some specific strategies that are useful for (re)presenting these contextual worlds. The strategies I advocate disrupt the homogenous representations of ‘youth’ as a developmental phase and instead reflect the diverse spheres of influence which shape their subjectivities and practices. 相似文献