‘All stories bring hope because stories bring awareness’: students’ perceptions of digital storytelling for social justice education

Gachago, Daniela; Condy, Janet; Ivala, Eunice; Chigona, Agnes

doi:10.15700/201412052108

Cited by 28 publications

(29 citation statements)

References 32 publications

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“…Since student autonomy remains an important dimension of the course, we could not guarantee that students would choose to engage directly with the topic of racial difference. Our previous research Gachago, Condy & Ivala, 2014) suggested, however, that "race keeps bubbling to the top", framing many of the stories told by the students, and that the awareness and sensitivities generated, the discursive "tools" acquired, and engagement with relevant literature had the potential to influence race-related attitudes and practices.…”

Section: Context Of the Interventionmentioning

confidence: 95%

Race in Education

2019

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| RACE IN EDUCATION findings, and sets examples for practice and further such studies. As with the DST and C4C techniques employed in training teachers, described in Chapter 2, here is another example of research that is also social practice. The value of the approach has been recognised in some cases by the schools involved in the project. Finally, Chapter 4 reflects on volkekunde (physical anthropology) and its enormous immediate influence on what was formerly taught at tertiary education institutions, and on the introduction of the apartheid system, the motivation and justification for it, and its maintenance. The author explores the European origins of the ideas of natural kinds within humanity, and then the "scientific" techniques and instruments used to prove racist theories of a hierarchy of races. The project itself was triggered by the author's discovery of instruments that served the purposes of measuring race, employed by lecturers, in this case at Stellenbosch University, from the early twentieth century-hair and eye samples, measuring instruments, and the findings and immediate and longitudinal consequences of such "research". The chapter also reveals the training of those who practised these explorations on humans, those subjects who were classified as "coloured", most immediately problematic in the political arguments for distinct "races". In this final chapter, Walters leaves us with words appropriate to this publication as a whole, and arguably to The Effects of Race project itself: The spectre of racial classification was made manifest in these objects [the measuring implements]. It embodied the ruins of an archaic science, but also the ruins of a society that functions according to racial classification. When age-old, archaic scientific objects can cause an upheaval, when it is able to haunt, its ghost has not been laid to rest. There is global evidence that "ghosts" of notions of essentialist differences between human "groups" continue to haunt in various forms. People draw upon ideas of religion, race, ethnicity, gender and sexuality, and nation to draw distinctions. Racism, xenophobia, sexism, and right-wing populism are ongoing and increasing phenomena. In addition, genetic science has introduced new forms of "proof " which lends itself to misuse, to confirm "common sense perceptions". The valuable contributions of the authors in this publication not only warn against such notions, but offer ways of exploring, exposing, and challenging the ghosts and the fears engendered through their contemporary forms.

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Section: Context Of the Interventionmentioning

confidence: 95%

Race in Education

2019

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“…Since student autonomy remains an important dimension of the course, we could not guarantee that students would choose to engage directly with the topic of racial difference. Our previous research (Green, Condy & Chigona, 2012;Gachago, Condy & Ivala, 2014) suggested, however, that "race keeps bubbling to the top", framing many of the stories told by the students, and that the awareness and sensitivities generated, the discursive "tools" acquired, and engagement with relevant literature had the potential to influence race-related attitudes and practices.…”

Section: Context Of the Interventionmentioning

confidence: 99%

“…It was set up in response to the Department of Education's policy to prepare future teachers for diverse classrooms (Department of Education, 2001; Desai et al, 2004). It was hoped that the nature of a DST project focusing on new media technology and innovative practices would help decrease students' usual resistance to engaging with difficult topics, such as race, class, gender and sexuality in today's South Africa (Gachago et al, 2013;Gachago et al, 2014).…”

Section: The Intervention Programmementioning

confidence: 99%

Exploring being human today: Equipping teachers for diversity

Condy¹,

Green²,

Gachago³

2019

Race in Education

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“…DST has already been used in Africa with positive results in the fields of education and research [5,[12][13][14], social justice [1,[15][16][17][18], and public health [19][20][21][22][23][24]. Additionally, DST can help capture insights from marginalized groups, who are underrepresented in traditional research approaches [3].…”

Section: Public Heath Digital Storytelling In African Contextsmentioning

confidence: 99%

Let all know: insights from a digital storytelling facilitator training in Uganda

Yan

Lang

Kyomuhangi

et al. 2021

Global Health Action

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Background: Digital storytelling (DST) is a participatory, arts-based methodology that facilitates the creation of short films called digital stories. Both the DST process and resulting digital stories can be used for education, research, advocacy, and therapeutic purposes in public health. DST is widely used in Europe and North America, and becoming increasingly common in Africa. In East Africa, there is currently limited in-country DST facilitation capacity, which restricts the scope of use. Through a Ugandan-Canadian partnership, six Ugandan faculty and staff from Mbarara University of Science and Technology participated in a pilot DST facilitation training workshop to enhance Ugandan DST capacity. Objective: This Participatory Action Research (PAR) study assessed the modification of DST methodology, and identified the future potential of DST in Uganda and other East African settings. Methods: In the two-week DST Facilitator Training, trainees created their own stories, learned DST technique and theory, facilitated DST with community health workers, and led a community screening. All trainees were invited to contribute to this study. Data was collected through daily reflection and journaling which informed a final, post-workshop focus group where participants and researchers collaboratively analyzed observations and generated themes. Results: In total, twelve stories were created, six by trainees and six by community health workers. Three key themes emerged from PAR analysis: DST was a culturally appropriate way to modernize oral storytelling traditions and had potential for broad use in Uganda; DST could be modified to address ethical and logistical challenges of working with vulnerable groups in-country; training in-country facilitators was perceived as advantageous in addressing community priorities. Conclusion: This pilot study suggests DST is a promising methodology that can potentially be used for many purposes in an East African setting. Building in-country DST facilitation capacity will accelerate opportunities for addressing community health priorities through amplifying local voices.

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‘All stories bring hope because stories bring awareness’: students’ perceptions of digital storytelling for social justice education

Cited by 28 publications

References 32 publications

Race in Education

Race in Education

Exploring being human today: Equipping teachers for diversity

Let all know: insights from a digital storytelling facilitator training in Uganda

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