"Where I'm From" and Belonging: A Multimodal, Cosmopolitan Perspective on Arts and Inquiry

Autor/in	DeJaynes, Tiffany
Titel	"Where I'm From" and Belonging: A Multimodal, Cosmopolitan Perspective on Arts and Inquiry
Quelle	In: E-Learning and Digital Media, 12 (2015) 2, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753014567236
Schlagwörter	Autobiographies; Ethnography; Adolescents; Film Production; Multimedia Materials; Individual Development; Cultural Pluralism; Citizenship; High School Students; Educational Practices; Video Technology; Urban Youth; Journal Writing; Qualitative Research; Electronic Publishing; New York + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Filmproduktion; Individuelle Entwicklung; Kulturpluralismus; Staatsbürgerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungspraxis; Urban area; Urban areas; Youth; Stadtregion; Stadt; Zeitschriftenaufsatz; Qualitative Forschung; Elektronisches Publizieren
Abstract	The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of "Where I'm From", broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitation for youth to make visible a range of local and global affiliations, creating a sense of belonging and deeper knowing in increasingly diverse learning contexts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01