Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Response-able digital storytelling

26 Aufrufe

Veröffentlicht am

Presentation at the 10th New Materialism conference, Cape Town, 4th of December 2019

Veröffentlicht in: Bildung
  • Loggen Sie sich ein, um Kommentare anzuzeigen.

  • Gehören Sie zu den Ersten, denen das gefällt!

Response-able digital storytelling

  1. 1. Response-able Digital Storytelling to Reimagine HE Classrooms Practices Kristian Stewart, University of Michigan Dearborn Daniela Gachago, Cape Peninsula University of Technology
  2. 2. Our j0urney Unpacking digital storytelling Jasmine’s story Ethical frameworks - IRB process - Guidelines - Ethic of care - Posthuman ethics
  3. 3. Digital storytelling at CPUT & UMIch CPUT - Since 2010 - From Education spread into other faculties - Across variety of disciplines and contexts - More or less supported / structured - More or less personal - Some training, but not enough - Ethical questions more and more urgent UMICH -Since 2011 -Utilized in a writing classroom / 16 week critical practice -Students respond to “Being Human Today” prompt -Choice in response / to share & not to share -Flexible assessment -Used to build relationships
  4. 4. Jasmine
  5. 5. Questions... How do I keep the storyteller safe? Family safe? How will I respond? How will the audience/class respond? How on earth should I assess this story? Who else should (should not) see the story? Where should the story be shared? ….
  6. 6. Current process of ethics applications ● Research proposal ● Normative ethics ● Often has YES/NO responses ● Checklist ● Once off application (at the beginning of the project) ○ Informed consent ○ Sampling ○ Rights of the participants ○ Data collection instruments ○ Confidentiality and anonymity - participant and data ○ Data management ○ Usual output - journal article
  7. 7. Storycenter principles of ethical practice - Storyteller’s wellbeing - Expanding consent / Continual process - Knowledge production and ownership - Local relevance - Distribution - Does not tackle DST in educational contexts
  8. 8. - Fuzzy boundaries - Recruitment and consent to participate - Power of shaping - Representation and harm - Confidentiality - Release of materials
  9. 9. Certain assumptions (examples) - Small group - Workshop context - Skilled/trained facilitators - Voluntary participation / consent / right to withdraw - Support - Equal access to technology - Claim for authenticity - Right to choose story / language - Therapy / healing / catharsis - Demarcated time / relationship
  10. 10. The Future of Dst? - Growing bigger and bigger - Unwieldy - But also every situation is Different - Alienating - Off-putting - ‘Killjoys’ (Ahmed,2017)
  11. 11. JOan Tronto’s ethics of care (1990, 1993, 2001, 2013) - Centring care as a political project (2013) - More than just a disposition but a ethical practice - Rather than looking at big ethical dilemmas it is in our everyday practices of caring for ourselves and others that we most need to consider and practice ethical behaviour (2001). Joan Tronto (1993). Moral Boundaries: A Political Argument for an Ethic of Care. New York: Routledge.
  12. 12. Ethics defined ...a species activity that includes everything that we do to maintain, continue, and repair our ‘world’ so that we can live in it as well as possible. That world includes our bodies, our selves, and our environment, all of which we seek to interweave in a complex, life-sustaining web (see Tronto 1993, 103; Fisher and Tronto 1990, 40). CC BY Max Pixel
  13. 13. JASMINE’S STORY THROUGH AN ETHIC OF CARE Lense - Web of relationships - Power relations in care - Focus on the vulnerable - responsibility to care on part of the person in power (i.e. lecturer) - Dangers of care - Human focused - Human are still responsible and in control (Taylor, 2018)
  14. 14. Posthuman ethics Knowledge as co-produced and assembled (MacClure, 2015); knowledge creation does not take place in isolated events as it is informed by ontological paradigms of matter, materiality, and student bodies co-existing within these entanglements (Barad, 2007). How we move through the world and act within in operates as an apparatus in their knowing, understanding, and meaning making processes (Barad, 2007). Ethics as integral to ‘world making’ (Haraway, 1997). Shifts from an ethics of care to an ethic of concern, ‘a shift from responsibility to response-ability’ (Taylor, 2019, p. 88).
  15. 15. Jasmine’s story through a Posthuman ethics Lense - Context of entanglements-- in Jasmine’s story white people (including us) are already and always implicated (i.e., entangled in her narrative). - We are already in relationship (but what kind of relationship?) - what new patterns of difference emerge in this moment? - The “world” that was created in that moment was seemingly unexpected and students unprepared. No pre-defined identity--the class “became” with each other in that moment. - No world is the same - how can there be guidelines for all these different worlds? - The assemblage of this intra-action was that Jasmine was uncared for in that moment. The power to affect/ be affected was lost.
  16. 16. - Ethics is ongoing and entangled in being and knowing (ethico-onto-epistemology) in this scenario. We are taking agential cuts moment by moment. - Focus our attention / accountability - What does care mean in this assemblage Jasmine/story/white students/facilitators/silence? “Staying in the trouble”-- curriculum was altered to prepare for this. - What does an ethic of concern mean is this case? What matters?
  17. 17. What matters?
  18. 18. references/REsources Black, G.F. et al., 2018. Reflections on the ethics of participatory visual methods to engage communities in global health research. Global Bioethics, 29(1), pp.22–38. Available at: https://www.tandfonline.com/doi/full/10.1080/11287462.2017.1415722. Gachago, D. & Sykes, P., 2017. Navigating Ethical Boundaries When Adopting Digital Storytelling in Higher Education. In G. Jamisson et al., eds. Digital Storytelling in Higher Education. Cham: Palgrave Macmillan, pp. 91–106. Gubrium, A.C., Hill, A.L. & Flicker, S., 2014. A situated practice of ethics for participatory visual and digital methods in public health research and practice: A focus on digital storytelling. American Journal of Public Health, 104(9), pp.1606–1614. Hill, A., 2014. Digital Storytelling and the Politics of Doing Good: Exploring the Ethics of Bringing Personal Narratives into Public Spheres. In H. Pleasants & D. E. Salter, eds. Community-based Multiliteracies and Digital Media Projects. Peter Lang Publishing, pp. 174–178. Stewart, K.D. & Ivala, E., 2017. Silence, voice, and “other languages”: Digital storytelling as a site for resistance and restoration in a South African higher education classroom. British Journal of Educational Technology. Available at: http://doi.wiley.com/10.1111/bjet.12540.

×