Date of this Version
2016
Document Type
Article
Abstract
Digital Participatory Research (DPR) combines grass-roots participatory research and photojournalism, asks students to investigate assets and issues within their community, and facilitates civic participation by using problem-posing and praxis-orientated methods. Although there is a vast amount of research documenting the impact of DPR at the local level, there is limited research about the use of this methodology to facilitate global competence. This study presents the results from a multi-case study analysis of two groups simultaneously engaging in the DPR project; one in Miami, Florida and one in Kingston, Jamaica. This research study examines whether this methodology helps contribute to glocal citizenship. In this case the term glocal citizenship mergers civic and global competence and helps students understand how local and global influences interact in their everyday lives. Westheimer and Kahne’s (2004) three kinds of citizenship and Landorf and Doscher’s (2015) three global outcomes were applied to individual interview data, observational field notes, and transcripts of digital media. This study found that students’ projects often offered solutions at the personally-responsible and participatory level. When they addressed issues that would raise issues about systemic global issues, they did not include information that would challenge systems of power and oppression. Also, while students did not learn substantive content to promote global awareness, they did participate in global engagement opportunities and recognized aspects that they shared with their international peers.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Mathew, Sarah, "Using Digital Participatory Research to Foster Glocal Competence: Constructing Multimedia Projects as a Form of Global and Civic Citizenship" (2016). Department of Teaching and Learning. 8.
https://digitalcommons.fiu.edu/tl_fac/8
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Comments
Originally published in the Journal of Social Studies Education Research.