Questioning Assumptions and Exploring Realities
Edited By Heather M. Pleasants and Dana E. Salter
Chapter 3: Entry Point: Participatory Media-Making with Queer and Trans Refugees: Social Locations, Agendas and Thinking Structurally
← 44 | 45 → Chapter 3
Entry Point: Participatory Media-Making with Queer and Trans Refugees: Social Locations, Agendas and Thinking Structurally
Ed Lee and Liz Miller
Along with the emergence of social media, increased access to digital forms of media making has reconfigured the possibilities for engaging in community-based multiliteracies. As access to digital media forms has increased, so too has the need to incorporate critical notions of literacy. Miller et al. (2012) suggest that to reformulate “notions of literacy and to adapt our curricula and projects...we must develop new tools for critical literacy and for understanding the terms of these tools and platforms. Integrating these tools into the classroom or community group, in combination with personal narratives, is a meaningful way to broaden notions of literacy, to introduce critical social issues, and to raise questions around voice, truth, ethics, history and intellectual property” (p. 7). One avenue for engaging in critical literacy is through collaborative media projects, where directly affected community members can frame their own stories and “reflect on the relationship of their personal narratives to larger social concerns” (Miller, 2010, p. 3).
Through a collaborative creation process, Mapping Memories sought to engage in collaborative media making, in order to engage in developing critical literacy with directly affected community members (Miller, Luchs & Jalea, 2012). Mapping Memories was a government research-funded and university-driven initiative which brought together Montreal-based educators, filmmakers, policy advocates, organizers, students and youth to develop a...
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