The second word to highlight is engaged as the digital storytelling project was successfully completed by this group, and they demonstrated a capacity often overlooked in their other school-based assignments. There are two words of note in this sentence one is future, as these students were often seen as future less within the school system because they were not headed to university. In this research, students completed digital stories and engaged with the theme of their “future”. We share this student work to illustrate how we can use digital between stories to consider how students access opportunities, confront roadblocks and name educational inequities within their school, in ways that encourage them to both determine and question their own goals and future aspirations. Yet, we illustrate here that working with student stories via digital storytelling offered an opportunity for this classroom teacher to engage in pedagogical activities which included critiquing and challenging normative and restrictive expectations, beliefs and values imposed upon rural students. Rural students are often marginalised in the dialogue about public school students in the USA. In this work we are referring both to digital story telling as a specific form and practice Footnote 1 (Hartley & McWilliam, 2009) that has grown out of Lambert’s ( 2010) work at the Center for Digital Storytelling Footnote 2 in the USA. Using a workshop method, digital storytelling provides a way for people to harness modern technologies to share experiences of their daily lives. This paper describes one digital storytelling project, selected as a method for its “democratic potential” (Couldry, 2008) and enacted with a group of white, rural American high school students described by teaching staff as “unmotivated, low functioning sometimes for reasons they can’t control or we don’t even know about” with “major behaviour issues” (field notes, September 4, 2012). We use Smyth’s (International Journal of Leadership in Education 9(4):285–298, 2006) learner-centred policy constellation to consider the findings, and reframe the way we view these students and their work.īy utilising technologies in a meaningful way in the classroom, we anticipate educators can potentially deliver more effective, powerful and engaging pedagogies to all students, including those on nonmainstream educational pathways.ĭigital storytelling is a form of personal storytelling, which simultaneously combines voice, image and printed text to tell a short-typically 3- to 5-min-focused story (e.g. In this paper, we describe the project and the ways students talked about their education and their future through their digital stories. Research demonstrates that teacher expectations impact student outcomes, and for marginalised students, it is essential to provide pedagogical opportunities that affirm the student’s culture and identity. Though described as “unengaged”, in this paper we illustrate the way this digital storytelling project redefined the teacher-student power relationship, and students responded by producing work that was opinionated, forceful and demonstrated a thorough engagement with academic practices via technologies. Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for “non-university-bound” rural youth.
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