Title:	USING DIGITAL STORIES TO EXPLORE FOUR FINAL-YEAR STUDENT’S COLLIDING WORLDVIEWS AND HOW THIS IMPACTED THEIR CLASSROOM PEDAGOGY
Author(s):	Janet Condy, Heather Phillips and Chantyclaire Tiba
ISBN:	978-989-8533-93-7
Editors:	Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaías and Maria Lidia Mascia
Year:	2019
Edition:	Single
Keywords:	Classroom Pedagogy, Colliding Worldviews, Digital Storytelling, Pedagogy of Discomfort, 21st Century Classroom, Higher Education Institution
Type:	Full Paper
First Page:	201
Last Page:	208
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners.
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