“I’ve Been Silenced for so Long”: Relational Engagement and Empowerment in a Digital Storytelling Project With Young Women Exposed to Dating Violence

Martin, Stéphanie; McLean, Jessica; Brooks, Carolyn; Wood, Karen Elizabeth

doi:10.1177/1609406919825932

Cited by 16 publications

(22 citation statements)

References 41 publications

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“…This type of methodology has become one of the most adapted ways to contextualize social research (de Jager et al, 2017). The truth is that, as Martin et al (2019) argue, despite its growth, there is still a need for studies that serve to empower traditionally discriminated groups, such as women. We also consider very pertinent studies that reflect in a didactic way the process of construction of this type of research, and didactic materials that help researchers and scholars to make use of digital resources for the creation of this type of narratives.…”

Section: Discussionmentioning

confidence: 99%

Digital Storytelling in Education: A Systematic Review of the Literature

Rodríguez¹,

Jiménez²,

Guijarro³

et al. 2021

RES

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Digital Storytelling is one of the most recurrent art media used today to give a voice to invisible, silenced or marginalised groups. In this way, this methodology is framed within the cultural and educational sphere, and through a narrative approach it is capable of integrating multi-format resources that project information and stories of great richness from a hypermedia language. In fact, digital storytelling is occupying a priority role in identity studies in education. In this paper, we present a systematic review of the literature on digital storytelling in education. The methodological process was based on the PRISMA protocol. The results offer a qualitative and bibliographical synthesis of educational studies focused on digital storytelling. Firstly, there is a growing interest in the development of lines of research that focus on digital storytelling as a privileged vehicle for exploring digital stories. This is based on the premise of giving voice to the voiceless, a priority aspect in cultural, educational and social research. For this reason, throughout the systematic review we explored different research that decided to study these discourses from a democratic and participatory approach. Finally, we encourage future research to explore this new resource further.

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Section: Discussionmentioning

confidence: 99%

Digital Storytelling in Education: A Systematic Review of the Literature

Rodríguez¹,

Jiménez²,

Guijarro³

et al. 2021

RES

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“…Aunque Reynolds y Shepherd (2011) mostraron la implicación en actividades propias de su edad como factor clave en la recuperación, nuestro estudio va más allá. Por un lado, encontramos que las aficiones sirven para fortalecer la autoestima, llenar el vacío que deja la ruptura y facilitar nuevos vínculos de amistad y, por otro, proyectos y actividades abandonadas, entre los que destacan los estudios, les sirve para recuperar su agencia perdida y suponen una vía de empoderamiento personal (Donoso-Vázquez, 2020; Martin et al, 2019).…”

Section: Discusión Y Conclusionesunclassified

Recursos que ayudan a las adolescentes a recuperarse de una experiencia de violencia de género en el noviazgo

2022

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This paper tries to discover the resources that help adolescent girls overcome an abusive dating relationship and their role in the recovery process. To this end, 13 adolescent girls narrate their experience through autobiographical interviews, which are examined using interpretive analysis based on grounded theory. The results show that family (mothers, grandmothers and sisters) and friends are key support points for their emotional recovery during the whole process. Programs that offer psychological care for teenage survivors of abusive partnerships are also positively valued, because they offer victims the chance of meeting other girls in similar situations and listening to their experience while giving them a chance to tell of their own. Legal complaints are also an essential resource that allow survivors to distance themselves from their abusers, as are actions taken by the police that encourage teens to report episodes of gender violence. Hobbies (dance, theater, sports, etc.) are a key personal resource to regain self-esteem and to reestablish friendships. Gender training allows them to assert and protect themselves. We also discuss the implications of awareness and prevention in these processes. Este trabajo pretende conocer los recursos que han ayudado a chicas adolescentes a superar una relación de maltrato en el noviazgo, así como su papel en el proceso de recuperación. 13 chicas adolescentes narran su experiencia a través de entrevistas autobiográficas, las cuales se analizan mediante análisis interpretativo basado en la teoría fundamentada. Los resultados muestran que la familia (madres, abuelas y hermanas) y amigas son recursos clave para su recuperación emocional, proporcionando apoyo a lo largo de todo el proceso. También se valora positivamente el programa de atención psicológica a víctimas al poder encontrarse con otras chicas que han sufrido violencia, escuchar su experiencia y poder contar la propia. La denuncia es un recurso esencial para el distanciamiento del agresor, siendo clave la labor policial para presentarla. Las aficiones (danza, teatro, deporte, etc.) suponen un recurso personal clave para recuperar la autoestima y restablecer amistades. La formación en género les permite autoafirmarse y protegerse. Se discuten las implicaciones para la prevención y sensibilización en esta materia.

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“…Digital storytelling can strengthen relations between participants (Davey & Moulton, 2020). It offers a safe space in which to share and reflect upon experiences; it is often used when working with vulnerable or marginalized groups; and it often touches upon particularly delicate or sensitive issues such as gender-based violence (see Martin et al, 2019). In this article, storytellers' "tales" focus on sensitive topics such as extra-judicial police killings, reporting gender-based violence, and the security concerns of trans women in post-conflict societies.…”

Section: Why Digital Storytelling?mentioning

confidence: 99%

Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

Davey

Benjaminsen

2021

International Journal of Qualitative Methods

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Academic journal articles often do not embody the rich accounts of long-term qualitative field work, while creative storytelling offers researchers an alternative way to reflect upon and communicate their findings. Digital storytelling is an emerging research methodology increasingly used to gather qualitative data but not so often to communicate results. As part of the ICT4COP research project, which investigates community policing and police-reform in post-conflict settings, we decided to try out digital storytelling to communicate some of the findings from the research. During the process, we observed that the digital storytelling methodology led researchers to approach their data differently. This article explores our adapted digital storytelling methodology. We draw similarities with ethnographic storytelling and highlight the digital storytelling methodology both as a means of dissemination, as well as an alternative approach to data interpretation for qualitative researchers.

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“I’ve Been Silenced for so Long”: Relational Engagement and Empowerment in a Digital Storytelling Project With Young Women Exposed to Dating Violence

Cited by 16 publications

References 41 publications

Digital Storytelling in Education: A Systematic Review of the Literature

Digital Storytelling in Education: A Systematic Review of the Literature

Recursos que ayudan a las adolescentes a recuperarse de una experiencia de violencia de género en el noviazgo

Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

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