Latino-Hispanic Student Voices and Self-Representation through Digital Storytelling

Autor/inn/en	Mogadime, Dolana; O'Sullivan, Michael
Titel	Latino-Hispanic Student Voices and Self-Representation through Digital Storytelling
Quelle	In: Canadian Journal of Action Research, 18 (2017) 1, S.20-33 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Foreign Countries; High School Students; Minority Group Students; Spanish; Personal Narratives; Story Telling; Participatory Research; Action Research; Student Experience; Student Empowerment; Workshops; Curriculum Development; Culturally Relevant Education; Canada + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Erlebniserzählung; Forschungstätigkeit; Projektforschung; Studienerfahrung; Studienberechtigung; Lernwerkstatt; Schulung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kanada
Abstract	Forty percent of Portuguese and Spanish speaking students in Toronto do not complete high school (Brown, 2006). This daunting statistic motivated Pueblito Canada, a Toronto-based Non-Governmental Organization (NGO) committed to Latino-Hispanic children, to initiate collaboration with the local Hispanic Development Council, a community activist agency, and the Toronto Catholic District School Board (TCDSB). The three partners developed a project that engaged Latino-Hispanic students in telling their own stories of schooling. The project's Participatory Action research (PAR) approach encompassed a series of workshops in which participating students learned the techniques of storytelling and then narrated their everyday experiences of schooling. With the support of a videographer, students moved from documenting their stories through workshops focused on their writing to producing digital stories they had authored. This article considers the emancipatory processes that facilitated students' coming to voice. Additionally, the silences that contributed to their subjugation in the school system are problematized. Simultaneously, the participating teachers, moved by these stories as they emerged, engaged in a series of workshops that the Pueblito team called "Becoming Cultural Allies" and developed a curriculum enriching toolkit designed to provide classroom materials that reflected the historical and cultural background of their Latino-Hispanic students. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01