Replacing White Noise Through Seeing, Sustaining & Resisting: Listening to Hear the Voices of 2nd Generation Latino/a/x Immigrants in a Digital Storytelling Workshop
Restricted (Penn State Only)
- Author:
- Healey, Izzy
- Graduate Program:
- Art Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 08, 2023
- Committee Members:
- Karen Keifer-Boyd, Program Head/Chair
Michelle Bae-Dimitriadis, Major Field Member
Steven Rubin, Special Member
Kimberly Powell, Chair & Dissertation Advisor
A K Sandoval-Strausz, Outside Unit, Field & Minor Member
Eduardo Navas, Major Field Member - Keywords:
- Critical Whiteness
Whiteness
Mestiza Consciousness
Culturally Sustaining Pedagogy
Digital Storytelling Workshop
asset-based pedagogy
Latino
Latina
Latinx
Testimonio
Borderlands
2nd generation immigrant - Abstract:
- This research examines the potential uses of personal storytelling, sharing, and multimedia video-making through a communal digital storytelling workshop. The Digital Storytelling Workshop format (Lambert, 2013) is considered for its use as an asset-based pedagogical tool that can seek to sustain cultural identity and community heritage and practices among immigrant communities. Through incorporating Django Paris and H. Samy Alim's Culturally Sustaining Pedagogy (Paris, 2012; Paris & Alim, 2014) and a LatCrit lens, the researcher examines how Digital Storytelling in a group setting acts as a pedagogical tool and through the process of sharing creates individual and collective testimonios of Latino/a/x experiences. The testimonios shared highlight the varied and nuanced experiences of 2nd generation Latino/a/x people living in Utah and reinforce the significance their perspectives bring and should have within educational theory and pedagogy as well as classroom practice. The testimonios touch on the participants' borderland experiences and evidence of a mestiza consciousness (Anzaldúa, 1987, 2015). The term mestiza emerged during colonization in the Americas to refer to those of European (primarily Spanish) and Indigenous origin. Anzaldúa used it in developing her theory of Mestiza Consciousness to reclaim and resist the effects of colonization on identity and to highlight specifically the experiences of those with mixed ancestral heritage. As a White researcher, I also use a lens of Critical Whiteness as I see and resist my own Whiteness in the workshop space and during the analysis and writing process. I build off the research of Cheryl Matias and Tanetha Grosland (2016) in an effort to improve teacher education programs for pre-service White educators and to better prepare them for recognizing their own Whiteness and developing a Culturally Sustaining Pedagogy in their classroom.