Abstract
This study explores how youth of diverse backgrounds grappled with varying civic perspectives in a documentary storytelling curriculum in a multicultural context. Our findings indicate that documentary making is a generative context for learning, where students critically examine the perspectives of their audience and interviewees against their own through dialogic addressing and responding, and in so doing generates new understandings.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1655-1656 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - Jan 1 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
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Exploring ideological becoming for youth of diverse backgrounds : Documentary practices as internally persuasive discourse. / Chang, Amy; Lam, Wan Shun Eva.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. 2018-June, 01.01.2018, p. 1655-1656.Research output: Contribution to journal › Conference article
TY - JOUR
T1 - Exploring ideological becoming for youth of diverse backgrounds
T2 - Documentary practices as internally persuasive discourse
AU - Chang, Amy
AU - Lam, Wan Shun Eva
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This study explores how youth of diverse backgrounds grappled with varying civic perspectives in a documentary storytelling curriculum in a multicultural context. Our findings indicate that documentary making is a generative context for learning, where students critically examine the perspectives of their audience and interviewees against their own through dialogic addressing and responding, and in so doing generates new understandings.
AB - This study explores how youth of diverse backgrounds grappled with varying civic perspectives in a documentary storytelling curriculum in a multicultural context. Our findings indicate that documentary making is a generative context for learning, where students critically examine the perspectives of their audience and interviewees against their own through dialogic addressing and responding, and in so doing generates new understandings.
UR - http://www.scopus.com/inward/record.url?scp=85053831015&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053831015&partnerID=8YFLogxK
M3 - Conference article
VL - 3
SP - 1655
EP - 1656
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - 2018-June
ER -