Year: 2020
Type: article
Abstract: Due to the influence of digital media, today’s educators encounter unique challenges—and possibilities—surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education and civic engagement; and expanded intercultural dialogue and intergenerational understanding. The study offers implications for educators, researchers, and community partners.
Authors: Christine Rogers Stanton, Brad Hall, Veronica Willeto DeCrane
Institutions: Montana State University, University of Montana
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W3081690893