Your SlideShare is downloading. ×
Daffodil terrorism
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Daffodil terrorism


Published on

Presentation given at CIRN 2012 on my PhD early analysis

Presentation given at CIRN 2012 on my PhD early analysis

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Daffodil terrorism: The dangers of homogenised storytelling Sarah Copeland
  • 2. Introduction
  • 3. Barbed boundaries…
  • 4. A question of community
  • 5. Transforming community “paradise lost” Home & Kinship ‘Community’: nostalgic, bourgeois & anachronisticWork & Livelihood
  • 6. A geo-physical community interventionSocial Network Analysis:Including strength of tiesVoice:“inclusion and participation in social, political, and economicprocesses, meaning making, economy and expression” (Tacchi, 2009, p.169).Participatory:A culture that affords low barriers to artistic expression or civic engagement(Jenkins, 2006) alongside a commitment to empowerment through criticaleducational approaches.
  • 7. Digital Storytelling Key to these personal stories are the following ‘small-scale’ characteristics (Lundby, 2008): • few minutes duration • low budget • personal narrative
  • 8. Community Digital Storytelling1. Recruitment;2. Interview;3. Story circle;4. Creative workshops;5. Share.This adapted method is referred to as community digital storytelling (CDST)
  • 9. The CDST case study Table 1: CDST participation in location A9E Group A9E Age group Age range No. No. No. Participants in Participants in completed story circle workshops stories Younger 14-19 3 3 3 Middle aged 20-60 2 2 2 Older 60+ 3 3 2 Table 2: CDST participation in location B9H Group B9H Age group Age range No. No. No. Participants in Participants in completed story circle workshops stories Younger 11-19 3 2 1* Middle aged 20-60 3 3 2* Older 60+ 2 2 1 *Inter-generational collaboration between two ‘younger’ participants and one ‘middle-aged’ participant, tallied in the ‘younger’ category.
  • 10. Daffodil Terrorism & other stories
  • 11. CDST reflections• Range of participatory media techniques• Mandate• Homophily - enabler or oppressor of voice• Age - identified both heterogeneity and bridging capital• Normative behaviour – reciprocity (lack of criticism) – trustworthiness (othering) – negotiations around power-relations (challenging authority)
  • 12. Two other CI approachesCommunity deliberationDe Cindio, Marco, & Ripamonti (2007) suggest that DeliberativeCommunity Networks allow citizens to use ICT to debate topicsin different participatory spaces.Community learningDay (2011) argues that the informal educational practices foundin community learning are key to community empowerment.
  • 13. A framework for CI Plan Assess Create Community As illustrated by Learning Engage Reflect Partnership Day (2011) Choice of Modality Issue Framing Create Based on DCN set out by Community Deliberation Participant Deliberate De Cindio, Marco, & Network Selection Ripamonti (2007) Story Circle Creative Community Interview Workshop Digital Recruit Share Storytelling
  • 14. SummaryIntervention:An inter-generational learning event as a case study wherecommunity digital storytelling is explored as a method forengaging dialogue and social action.A matrix CI approach is suggested to overcome some of thedifficulties encountered.