"Keep It Sacred!": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy

Autor/inn/en	Stanton, Christine Rogers; Hall, Brad; DeCrane, Veronica Willeto
Titel	"Keep It Sacred!": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy
Quelle	In: International Journal of Multicultural Education, 22 (2020) 2, S.46-65 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Race; Critical Theory; Teaching Methods; Films; Dialogs (Language); Informal Education; Indigenous Knowledge; Culturally Relevant Education; Student Centered Learning; Learning Motivation; Action Research; Participatory Research; Information Technology; American Indians; Story Telling; Case Studies; Rural Areas + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Dialog; Dialogs; Dialogue; Dialogues; Informelle Bildung; Nichtformale Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Motivation for studies; Lernmotivation; Projektforschung; Forschungstätigkeit; Informationstechnologie; American Indian; Indianer; Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum
Abstract	Due to the influence of digital media, today's educators encounter unique challenges--and possibilities--surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education, and civic engagement; and expanded intercultural dialogue and intergenerational understanding. The study offers implications for educators, researchers, and community partners. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01