Cultivating Critical Consciousness through Digital Video Inquiry

Authors

Candance Doerr-Stevens, University of Wisconsin - Milwaukee
Melissa L. Gibson, Marquette UniversityFollow

Document Type

Article

Publication Date

Fall 2021

Publisher

Taylor & Francis

Source Publication

Theory Into Practice

Source ISSN

0040-5841

Original Item ID

DOI: 10.1080/00405841.2021.1987096

Abstract

As political participation across the globe grows increasingly contentious and accusations of "fake news" and "post-truth" politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and deliberation of social issues through dialogue, crowd-sourcing, and relationships. Herein we examine the classroom-based approaches to digital video inquiry as a problem-posing antidote to traditional banking approaches to civic education. To forward this claim, we describe 2 classroom uses of digital video production for critical social inquiry. In both cases, digital video inquiry invited students to move beyond banked knowledge about issues into a critical relationship with their topics of study and the communities affected — becoming a path of political participation not easily allowed in other pedagogical and social spaces.

Comments

Accepted version. Theory Into Practice, Vol. 60, No. 4 (Fall 2021): 350-360. DOI. © 2021 Taylor & Francis (Routledge). Used with permission.

Recommended Citation

Doerr-Stevens, Candance and Gibson, Melissa L., "Cultivating Critical Consciousness through Digital Video Inquiry" (2021). College of Education Faculty Research and Publications. 577.
https://epublications.marquette.edu/edu_fac/577