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Kristian Stewart, University of Michigan- Dearborn,
USA (kdstew@umich.edu)
Daniela Gachago, Cape Peninsula University of
T...
Introduction
University of
Michigan-Dearborn
• Satellite campus of the University of
Michigan
• Located in the Metro Detroit Area
• Lar...
* Merged institution
* Range of campuses across Western Cape
* Faculty of Education and Social Sciences
* Fourth year pre-...
Research Questions
Question 1:
To what extent can technology become a bridge to
understanding ‘Otherness’ on a global scal...
Methodology, Data Collection,
& Analysis
* Qualitative
* Case study format (Stake, 1995)
* Coded and triangulated data (Sa...
The Single Story
SA perspective USA perspective
American interference Poverty
Obesity Corrupt everything
Materialistic, ce...
The Tree of Life: Connecting in Class
Facebook
Theoretical Frame
* DS as a genre, mode, and social pedagogy
for engaging differently positioned learners
(Benmayor, 2008;...
Student Feedback
* “I’m starting to change my single story - the U S of A has
beautiful, wise and compassionate humans - O...
Findings
* The other is the self
* Co-teaching
* The Power of Global Media
* On Being Human
* Overcoming obstacles and ris...
Analysis
* The other was demystified and is not
longer ‘distant’ (Truong-White & McLean, 2015).
* Sharing stories across c...
Conclusions
*Questions?
Kristi:
kdstew@umich.edu
http://umdearborn.edu/writ_prog/
Daniela:
gachagod@gmail.com
Twitter: @dgachago17
htt...
Benmayor, R. (2008). Digital storytelling as a signature pedagogy for the new humanities. Arts and Humanities in Higher Ed...
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage Publications.
TEDtalk...
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Being Human Today: Transcontental Border Crossing in the Times of Facebook and YouTube

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Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa

Published in: Education

Being Human Today: Transcontental Border Crossing in the Times of Facebook and YouTube

  1. 1. Kristian Stewart, University of Michigan- Dearborn, USA (kdstew@umich.edu) Daniela Gachago, Cape Peninsula University of Technology, SA (gachagod@gmail.com) Being Human Today: Transcontental Border Crossing in the Times of Facebook and YouTube
  2. 2. Introduction
  3. 3. University of Michigan-Dearborn • Satellite campus of the University of Michigan • Located in the Metro Detroit Area • Largely a commuter campus • 24% students of color from 108 countries • 48% first-generation college students • Cross- cultural writing course; n=25, IRB approved.
  4. 4. * Merged institution * Range of campuses across Western Cape * Faculty of Education and Social Sciences * Fourth year pre-service teacher education students * Professional Studies course
  5. 5. Research Questions Question 1: To what extent can technology become a bridge to understanding ‘Otherness’ on a global scale? Question 2: How might student-driven cross-cultural dialogue and digital storywork reveal our students’ perception of what it means to be human today?
  6. 6. Methodology, Data Collection, & Analysis * Qualitative * Case study format (Stake, 1995) * Coded and triangulated data (Saldaña, 2013) * Engagement on Facebook Written essays (US students) Online survey (SA students) Participant observation
  7. 7. The Single Story SA perspective USA perspective American interference Poverty Obesity Corrupt everything Materialistic, celebrity culture AIDS Only care about themselves No White People Sports culture Hunger Wealthy Genocide, War, Separate
  8. 8. The Tree of Life: Connecting in Class
  9. 9. Facebook
  10. 10. Theoretical Frame * DS as a genre, mode, and social pedagogy for engaging differently positioned learners (Benmayor, 2008; Lambert, 2010; Vasudevan, 2006). * Border Pedagogy - decenters as it remaps hegemonic discourses with diverse learners (Giroux, 1988, 1992, 1996). * Critical Media Literacy (Kellner & Share, 2007)
  11. 11. Student Feedback * “I’m starting to change my single story - the U S of A has beautiful, wise and compassionate humans - OMW, what truly inspirational stories!” * “Down to the bone, we are essentially the same.” * “We all bleed red.” * “Just being a part of this course has opened my eyes. It has softened my heart also.” * “I learned that I am not the only one with challenges. I felt that I was on top of a hill, alone, left to figure out the world. I was completely wrong.”
  12. 12. Findings * The other is the self * Co-teaching * The Power of Global Media * On Being Human * Overcoming obstacles and rising * Being vulnerable * Being connected--both in local and global contexts. Isolation was a key theme.
  13. 13. Analysis * The other was demystified and is not longer ‘distant’ (Truong-White & McLean, 2015). * Sharing stories across continents connected our students across the lines of race and language. * Start of an understanding of ‘shared responsibility’ (Young, 2011). * Equity of Access? * “We are all the same” mentality can be dangerous (Zembylas, 2013).
  14. 14. Conclusions
  15. 15. *Questions? Kristi: kdstew@umich.edu http://umdearborn.edu/writ_prog/ Daniela: gachagod@gmail.com Twitter: @dgachago17 http://www.youtube.com/user/cputstories www.cput.ac.za/blogs/edutech
  16. 16. Benmayor, R. (2008). Digital storytelling as a signature pedagogy for the new humanities. Arts and Humanities in Higher Education, 7, 188–204. doi:10.1177/1474022208 Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications. Giroux, H.A. (1998). Border pedagogy in the age of the postmodern. The Journal of Education, 170(3), 162-181. Retreived from http://www.jstor.org/stable/42748653 Giroux, H. A. (1992). Post- colonial ruptures and democratic possibilities: Multiculturalism as anti-racist pedagogy, Cultural Critique, (21), 5-39. Retrieved from http://www.jstor.org/stable/1354115 Giroux, H. A. (1996a). Is there a place for culture studies in colleges and education? In H. Giroux, C. Lankshear, P. McLaren, & M. Peters (Eds.). Counter narratives: Cultural studies and critical pedagogies in postmodern spaces (pp. 41-58). New York, NY: Routledge. Giroux, H. A. (1996b). Slacking off: Border youth and postmodern education. In H. Giroux, C. Lankshear, P. McLaren, & M. Peters (Eds.). Counter narratives: Cultural studies and critical pedagogies in postmodern spaces (pp. 59-79). New York, NY: Routledge. Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 3–23). New York, NY: Peter Lang Publishing. Lambert, J. (2010). Digital storytelling cookbook. Elements. Berkeley, CA: Center for Digital Storytelling. *References
  17. 17. Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage Publications. TEDtalksDirector. (2009, July). Chimamanda Adichie: The danger of the single story [Video file]. Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html Truong-White, H., & McLean, L. (2015). Digital Storytelling for transformative global citizenship education. Canadian Journal of Education, 38(2), 1–28. Retrieved from file:///home/chronos/u-c3386ec4d35354f82567ae46c65324165a1e78c6/Downloads/1756-7563-1-PB.pdf Vasudevan, L. (2006). Making known differently: Engaging visual modalities as spaces to author new selves. E-Learning, 3(2), 207-215, doi: 10.2304/elea.2006.3.2.207 Young, I. M. (2011). Responsibility for justice. New York, NY: Oxford University Press. Zembylas, M. (2013). The “crisis of pity” and the radicalization of solidarity: Toward critical pedagogies of compassion. Educational Studies, 49(6), 504–521. doi:10.1080/00131946.2013.844148 Vasudevan, L. (2006). Making known differently: Engaging visual modalities as spaces to author new selves. E-Learning, 3(2), 207-215, doi: 10.2304/elea.2006.3.2.207

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