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While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age – MEDA, the authors take a critical stance towards the alleged emancipative affordances of digital storytelling in education. The collection is inspired by the effort of making professional educators aware of the risks of the digital turn in educational storytelling but also of the opportunities and the conditions for critical engagements. Based on their research and field experience, fifteen scholars discuss in nine chapters these risks and opportunities, providing ideas, evidence, references and inspiration to educators and researchers.

Digital Storytelling is one of the most recurrent art media used today to give a voice to invisible, silenced or marginalised groups. In this way, this methodology is framed within the cultural and educational sphere, and through a narrative approach it is capable of integrating multi-format resources that project information and stories of great richness from a hypermedia language. In fact, digital storytelling is occupying a priority role in identity studies in education. In this paper, we present a systematic review of the literature on digital storytelling in education. The methodological process was based on the PRISMA protocol. The results offer a qualitative and bibliographical synthesis of educational studies focused on digital storytelling. Firstly, there is a growing interest in the development of lines of research that focus on digital storytelling as a privileged vehicle for exploring digital stories. This is based on the premise of giving voice to the voiceless, a priority aspect in cultural, educational and social research. For this reason, throughout the systematic review we explored different research that decided to study these discourses from a democratic and participatory approach. Finally, we encourage future research to explore this new resource further.

There is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers' learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency. ; October 2012

There is evidence that the American agrifood system is a significant contributor to environmental, economic, social, and ethical-animal welfare damage to the earth and to society and is unsustainable, yet the worldview of a substantial percentage of the population conflicts with this assessment. A significant number of researchers, non-governmental organizations, and government entities assert that the detrimental effects of industrial agriculture must be addressed without delay and sustainable agricultural practices implemented. Attempting to change a worldview is not an easy task. A growing body of research in other disciplinary areas suggests that storytelling can serve as an effective method of fostering change. This mixed-methods study examines the role of storytelling in effecting positive change in worldview and attitudes toward sustainable agriculture. The study explores the effects of Story-based versus Information-based treatments on such change. The hypothesis of the study is that Story-based treatments will be more effective in promoting positive change than will Information-based treatments. The findings of the study provide evidence supporting this hypothesis. The story characteristics found to be associated with positive change included: first-hand personal view, vivid description, and identification with the story narrator. ; Published (Publication status)

Intro -- Critical Storytelling in Uncritical Times: Undergraduates Share Their Stories in Higher Education -- ADVANCE PRAISE FOR CRITICAL STORYTELLING IN UNCRITICAL TIMES -- TABLE OF CONTENTS -- Preface -- Stories of Marginalization, Silencing, and Alienation -- 1. Pagan Religion in the 21st Century: Myths, Stereotypes, and Mass-Media Misrepresentations of Multicultural Spirituality -- 2. Gender and the Media: Degradation of Women in Popular Culture -- 3. Silent Judgments: How I Came to Terms with Depression -- 4. To Be Continued… -- 5. First Day of School -- 6. Mom, I'm Gay -- Identity Politics, Sexism, Racism, and Relationships -- 7. Assimilation of an Alien -- 8. "Brain Dead": Words as Weapons in the Cultural Sanctioning of Bullying Practices -- 9. College Student, Future Educator, Not an "Anchor Baby" -- 10. Growing up without a Father -- 11. My Realization -- 12. My Life with Trichotillomania -- 13. A Letter to the Faceless -- 14. Angels of the Night -- 15. Family Ties -- Mental Health, the Body, and Issues of Stigmatization -- 16. Who Am I? Struggling with My Identity -- 17. Judging from the Outside -- 18. A Kind of My Own -- 19. "Hey, Sister": Utterances, Sexualities, and Dialectical Tensions in Sibling Relationships -- 20. Mean Girls, Interrupted: The Complexities of Female Friendship -- 21. My Personal Hell: Becoming a Hardened Machine at Hardee's -- 22. Coming up from the Depths: Dealing with Depression, Anxiety, and Eating Disorders -- About the Contributors -- Index.

ABSTRACTOne distinctive requirement of Executive Education is the need to integrate the corporate experiences of participants and frame them within a common body of knowledge wherein experiences can be shared, analyzed, and absorbed by all participants. What might customarily arise out of classroom camaraderie must now be technologically designed and supported from the outset in online executive education. Our research question is: What can be done to develop online executive programs that utilize the richness of executive experiences as the foundation for analyzing, comprehending, and retaining key concepts learned throughout the course? Storytelling is proposed as a method to capture and use corporate experiences of participating executives in meaningful ways while developing a strong social presence among participants online. This study explores organizational stories, identifying unique story elements and their purposes, and discussing how they can be introduced into online executive courses through modeled behavior, a part of social cognitive theory. Storytelling is compared to traditional case studies and chat rooms. While storytelling may be more difficult to implement, there are significant advantages to storytelling, including making the experience more real, increasing comprehension of concepts, and improving the retention of knowledge.

Understanding and managing diverse classrooms is an important competency for teachers in South Africa today. Critics of the dominant approach to teaching on and with difference in pre-service teacher education argue that it mostly promotes de-contextualised celebrations of diverse cultures without addressing critical issues of power and social forces. One of the reasons that educators shy away from engaging with issues of power and privilege in the classroom is the fear of highly explosive emotions that might emerge. However, proponents of the "affective turn" (Berlant, 2008; Ahmed, 2004; Ahmed, 2010; Clough and Halley, 2007; Gregg and Seigworth, 2010) in the Social Sciences argue that it is important to work with the emotions that govern our classrooms for social transformation in students to happen.This study pilots an innovative approach for teaching on and with difference in a South African pre-service teacher education classroom, combining a digital storytelling process with participatory learning and action techniques and a reflective essay. Framed by Boler and Zembylas" (2003) work on the politics of emotions and feminist writings on the role of affect and public feelings, we explored how students experienced and negotiated their cognitive and emotional journey in this project. An interpretive analysis of data collected through focus groups with selected students revealed that this classroom was a divided, complex and contested space, but through interplay of emotional and cognitive labour as part of sharing and listening openly to each others" stories, students began to critically engage with unspoken emotional rules and power dynamics governing the classroom and their lives, disrupting some deeply rooted beliefs and assumptions.Keywords: affective turn, digital storytelling, higher education, pedagogy of discomfort, politics of emotions, social engagement, South Africa, transformation.

Intro -- Foreword -- Story matters -- Narrative: A tool for adults and children -- Stories in childhood -- Story in policy and practice -- Teachers as language artists and storytellers -- References -- Preface -- Believe, But Don't Believe Me: An Introductory Note -- Acknowledgments -- About the Book -- Contents -- About the Authors -- Chapter 1: "I knew where I was the whole time." What storytelling is and isn't: an introduction -- A bit about ourselves and storytelling -- What do we mean when we talk about storytelling? -- A brief history of educational storytelling in America -- Storytelling at the University of Chicago Laboratory Schools -- The UCLS Storytelling Program -- The study -- Story Listening and Experience in Early Childhood, and the reader -- References -- Chapter 2: "I am able to really listen. It's because of the stories." Increasing engagement and focus -- What we observed -- Why humans focus on narrative -- Reading needs to be taught, focus is a necessary part of the process -- Internalizing vocabulary, story structure, and focus -- The focus experience -- References -- Chapter 3: "So, it was like, in my mind an activity." Enhancing reader comprehension through visualization -- An activity of the mind -- Folk and fairy tale formats: Why they promote visualization -- But don't most readers learn to visualize on their own anyway? -- What the listeners tell us -- The power of stories to create images -- References -- Chapter 4: "Sometimes I get so hypnotized I forget where I am…" The benefits of repeated story listening -- An experience like no other -- Motivation and learning -- Story-listening trance, transportation, and story listening experience -- Flow and story listening experience -- The mechanics of creating flow -- The role of narrative and flow in metacognition and theory of mind -- Mental state discourse when listening.

This paper represents preliminary findings of a collaborative educational research endeavour to take seriously calls for reconciliation with Aboriginal people within a Canadian context of ongoing colonialism. More specifically, the research takes place in the province of Saskatchewan, where treaty education is mandatory in K–12 classrooms. In this context, critical race theory is used as our theoretical foundation. Working with elementary students, their teachers, and members of the community to support the implementation of treaty education, we draw upon qualitative research methodology and the methods used in participatory action research and digital storytelling. These particular methods are congruent with an inquiry learning approach often used with elementary students. The paper describes the work of young people and their teachers in creating digital stories in which they explore the significance of treaty education and what it means to be a treaty person. It also explores the challenges of this work with respect to teacher, student, and researcher engagement and the ongoing systems of oppression that influence and inform the relationships between First Nations and non-First Nations people in Canada.