Transforming social identities through intercultural digital storytelling: multimodal learning between young people from refugee and host communities

通过跨文化数字故事转变社会身份：难民和收容社区年轻人之间的多模式学习

• 批准号: 2220546
• 金额: --
• 依托单位: University of Bristol
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2220546
• 关键词: Transforming; social; identities; through; intercultural

Mass media culture is pervasive in the digital age with visual, aural and print media messages shaping and expanding young people's evolving sense of identity, community and outlook on the world (Buckingham, 2007; Potter, 2012). It has created new spaces of agency and opportunities for building ties between social groups (Putnam, 2001): promoting wider community cooperation through the coproduction and sharing of multimodal texts that do not rely on a mastery of spoken or written language (Kress, 2010). Yet, all too often, the increasingly prescriptive literacy curriculum does little to accommodate the forces that are shaping young people's out-of-school literacy practices, with the attendant danger that it narrows the scope for inclusion and overlooks valuable opportunities to understand different cultural groups from the stories they tell. This three-year research project will address these issues by seeking to locate and harness the nascent literacies of isolated refugee communities whose digital compositions might serve as mediating artefacts that have the potential to speak back to the curriculum, build social capital and bridge sociocultural divides (Field, 2005).

大众媒体文化在数字时代无处不在，视觉、听觉和印刷媒体信息塑造和扩大了年轻人不断发展的身份感、社区感和世界观（Buckingham，2007年; Potter，2012年）。它为社会群体之间建立联系创造了新的代理空间和机会（Putnam，2001）：通过共同制作和分享不依赖于掌握口头或书面语言的多模式文本，促进更广泛的社区合作（Kress，2010）。然而，越来越规范的扫盲课程往往无法适应塑造青年人校外扫盲实践的力量，随之而来的危险是，它缩小了包容的范围，忽视了从他们讲述的故事中了解不同文化群体的宝贵机会。这一为期三年的研究项目将通过寻找和利用孤立难民社区的新生识字能力来解决这些问题，这些社区的数字作品可能作为调解人工制品，有可能对课程进行反馈，建立社会资本并弥合社会文化鸿沟（Field，2005年）。