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Situating Participatory Video in Theories

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Participatory Video in Adult Education

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

I provide a conceptual overview of participatory video and discuss its theoretical framework at the intersection of literacy studies and adult education. Based on this discussion, I call attention to the role that participatory video can play in community-based adult education and posit a set of theoretical propositions that undergird my approach to participatory video. First, I see participatory video as an instrument to facilitate a multimodal literacy practice. Second, participatory video can invite adult learners to experience alternative media production. Lastly, participatory video can contribute to emancipatory adult education by prompting learners to reflect on their experiences in relation to oppressive social structures and to address their challenges together.

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Notes

  1. 1.

    As Rowsell and Walsh (2011) made clear, the discourse on New Literacies is distinct from the movement of New Literacy Studies, which gained popularity in the 1980s and 1990s. Aligned with the social theory of literacy examined here, New Literacy Studies emphasize the importance of viewing literacy within social contexts.

  2. 2.

    Kellner and Share (2007) made a note of an emerging trend in media literacy education, which focuses on analysis of popular cultures and multiple forms of media (such as music, video, advertising) , but argued that the practice still resembles a print literacy tradition.

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  1. DePaul University, Chicago, IL, USA

    Kyung-Hwa Yang

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Yang, KH. (2016). Situating Participatory Video in Theories. In: Participatory Video in Adult Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1050-7_1

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  • DOI: https://doi.org/10.1007/978-981-10-1050-7_1

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  • Online ISBN: 978-981-10-1050-7

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