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Resisting Through Lenses : = An Exploration of Youth Media Production as an Act of Resistance and Democratization.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Resisting Through Lenses :/
Reminder of title:	An Exploration of Youth Media Production as an Act of Resistance and Democratization.
Author:	Neri, Michael Paul.
Description:	1 online resource (120 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: B.
Contained By:	Dissertations Abstracts International84-06B.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30181270click for full text (PQDT)
ISBN:	9798352928363

Resisting Through Lenses : = An Exploration of Youth Media Production as an Act of Resistance and Democratization.
Neri, Michael Paul.

Resisting Through Lenses :An Exploration of Youth Media Production as an Act of Resistance and Democratization. - 1 online resource (120 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: B.

Thesis (Ph.D.)--Miami University, 2022.

Includes bibliographical references

Youth media production programs offer powerful opportunities for students and school communities. However, the benefits and outcomes of these production programs are not always clear, resulting in their possible exclusion from school curricula. This study is an opportunity to deeply examine media production programs and the benefits they produce for students and school communities. Specifically, I examine ways that student participation in a media production curriculum is emancipatory for them. I also explore the ways that student participation provides opportunities for students to produce counter-stories against dominant narratives related to young people. The main question driving this critical narrative inquiry is: How does youth media production curriculum impact participants? world view? Several sub questions frame the research. First, what benefits exist from a curriculum tied directly to media production? Second, to what extent does participation in a media production course affect students? development in areas such as critical thinking, empathy, and problem solving? Third, in what ways does participation in a media production curriculum affect identity development and sense of self? Finally, in what ways does participation in a media production course connect and/or translate to other disciplines/arenas? Narrative inquiry is utilized to explore these questions. Methods consist of interviews with former participants in a youth media production program. Three themes developed stemmed from the data analysis: visual media production as a creative release, visual media production as democratic practice, and visual media production as community builder. I conclude that youth media production programs have several benefits for students and should play a larger role in school curricula for both students and educators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352928363Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Youth media productionIndex Terms--Genre/Form:

542853
Electronic books.

Resisting Through Lenses : = An Exploration of Youth Media Production as an Act of Resistance and Democratization.
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504 $a Includes bibliographical references
520 $a Youth media production programs offer powerful opportunities for students and school communities. However, the benefits and outcomes of these production programs are not always clear, resulting in their possible exclusion from school curricula. This study is an opportunity to deeply examine media production programs and the benefits they produce for students and school communities. Specifically, I examine ways that student participation in a media production curriculum is emancipatory for them. I also explore the ways that student participation provides opportunities for students to produce counter-stories against dominant narratives related to young people. The main question driving this critical narrative inquiry is: How does youth media production curriculum impact participants? world view? Several sub questions frame the research. First, what benefits exist from a curriculum tied directly to media production? Second, to what extent does participation in a media production course affect students? development in areas such as critical thinking, empathy, and problem solving? Third, in what ways does participation in a media production curriculum affect identity development and sense of self? Finally, in what ways does participation in a media production course connect and/or translate to other disciplines/arenas? Narrative inquiry is utilized to explore these questions. Methods consist of interviews with former participants in a youth media production program. Three themes developed stemmed from the data analysis: visual media production as a creative release, visual media production as democratic practice, and visual media production as community builder. I conclude that youth media production programs have several benefits for students and should play a larger role in school curricula for both students and educators.
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538 $a Mode of access: World Wide Web
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