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 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education