968
Views
0
CrossRef citations to date
0
Altmetric
Articles

The power of narrative storytelling: How podcasts as an arts-based practice enhance solidarity and social activism in adult education

ORCID Icon, , , , , & show all

References

  • Bennett, J. M., 1998. Transition shock: putting culture shock in perspective. In: Milton J. Bennett (Ed.), Basic concepts of intercultural communication: selected readings. Boston, MA: Intercultural Press.
  • Bjånesøy, L.L., 2019. Effects of the refugee crisis on perceptions of asylum seekers in recipient populations. Journal of refugee studies, 32 (Special_Issue_1), i219–i237.
  • Brown, L., 2011. Podcasting and vodcasting to BSc geography students. Planet, 24 (1), 62–67.
  • Butler, T., 2006. A walk of art: the potential of the sound walk as practice in cultural geography. Social & cultural geography, 7 (6), 889–908.
  • Butterwick, S., and Lawrence, R. L., 2009. Creating alternative realities: arts‐based approaches to transformative learning. In: J. Mezirow, E. Taylor, and Associates (Eds.), Transformative learning in practice: insights from community, workplace and higher education. San Francisco: John Wiley & Sons, 35–45.
  • Butterwick, S., and Selman, J., 2020. Community‐based art making: creating spaces for changing the story. New directions for adult and continuing education, 2020 (165), 35–47.
  • Connelly, F. M., and Clandinin, D. J., 2006. Narrative inquiry. In: J. Green, G. Camilli, and P. Elmore (Eds.), Handbook of complementary methods in education research. Mahwah, NJ: Lawrence Erlbaum Associates, 375–385.
  • Diebold, J., et al., 2021. Trauma talks: exploring personal narratives of trauma-informed care through podcasting. Journal of technology in human services, 39 (1), 1–23.
  • Farrell, E., 2020. Researching lived experience in education: misunderstood or missed opportunity? International journal of qualitative methods, 19, 160940692094206.
  • Fox, K., Dowling, D., and Miller, K., 2020. A curriculum for blackness: podcasts as discursive cultural guides, 2010-2020. Journal of radio & audio media, 27 (2), 298–318.
  • Freire, P., 2000. Pedagogy of the oppressed. New York: Bloomsbury Publishing Inc.
  • Greene, M., 1995. Releasing the imagination: essays on education, the arts, and social change. San Francisco: Jossey-Bass Publishers.
  • Guo, S., 2009. Difference,deficiency, and devaluation: tracing the roots of non-recognition of foreign credentials for immigrant professionals in Canada. The Canadian journal for the study of adult education, 22 (1), 37–52.
  • Hill, J., and Nelson, M., 2011. Evaluating the perceived effectiveness of video podcasts as a learning resource for geography. Planet, 24 (1), 76–82.
  • Jaworsky, B.N., 2020. The politics of selectivity: online newspaper coverage of refugees entering Canada and the United States. Journal of immigrant & refugee studies, 18 (4), 467–480..
  • Joris, W., and De Cock, R., 2019. The effects of dominant versus peripheral news frames on attitudes toward refugees and news story credibility. In L. d Haenens, W. Joris, and F. Heinderyckx (Eds.), Images of immigrants and refugees in Western Europe: media representations, public opinion, and refugees’ experiences. Leuven, Belgium: Leuven University Press.
  • Kemp, J., et al., 2013. Diversifying assessment across the ‘two cultures’: student-produced podcasts in geography. Planet, 27 (1), 2–7.
  • Kinkaid, E., Emard, K., and Senanayake, N., 2020. The podcast as method?: Critical reflections on using podcasts to produce geographic knowledge. Geographical review, 110 (1–2), 78–91.
  • Kurtz, C. F., 2014. Working with stories in your community or organization: participatory narrative inquiry. Los Angeles: Kurtz-Fernhout Publishing.
  • Lawlor, A., 2015. Framing immigration in the Canadian and British news media. Canadian journal of political science, 48 (2), 329–355.
  • Leavy, P., 2015. Method meets art: arts-based research practice. New York: Guilford Publications.
  • Ledwith, M., and Springett, J., 2010. Participatory practice: community-based action for transformative change. Bristol: Policy Press.
  • Lenette, C., Vaughan, P., and Boydell, K., 2022. How can story completion be used in culturally safe ways? International journal of qualitative methods, 21, 160940692210777.
  • Magee, A., and Pherali, T., 2019. Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan. Compare: a journal of comparative and international education, 49 (2), 266–282. doi: http://dx.doi.org/10.1080/03057925.2017.1403312.
  • Mertova, P., and Webster, L., 2019. Using narrative inquiry as a research method: an introduction to critical event narrative analysis in research, training and professional practice. Routledge, an imprint of the Taylor & Francis Group.
  • Mishra, C., and Rath, N., 2020. Social solidarity during a pandemic: through and beyond Durkheimian lens. Social sciences & humanities open, 2 (1), 100079. doi: http://dx.doi.org/10.1016/j.ssaho.2020.100079.
  • Patterson, K., and Silverman, R. M., 2014. Qualitative research methods for students and professionals. In: Qualitative research methods for community development. New York: Routledge, 1–22.
  • Schugurensky, D., 2000. Adult education and social transformation: on Gramsci, Freire, and the challenge of comparing comparisons. Comparative education review, 44 (4), 515–522. doi: http://dx.doi.org/10.1086/447632.
  • Shan, H., et al., 2020. Entry to hospitality careers for women and beyond: immigrant training and feminist pedagogies and practices. Studies in the education of adults, 52 (1), 67–87.
  • Smythe, S., Wilbur, A., and Hunter, E., 2021. Inventive pedagogies and social solidarity: the work of community-based adult educators during COVID-19 in British Columbia, Canada. International review of education, 67 (1–2), 9–29. doi: http://dx.doi.org/10.1007/s11159-021-09882-1.
  • Steimel, S., 2010. Refugees as people: the portrayal of refugees in American human-interest stories. Journal of refugee studies, 23 (2), 219–237. doi: http://dx.doi.org/10.1093/jrs/feq019
  • Street, B., 2012. New literacy studies. In: Language, ethnography, and education: bridging new literacy studies and Bourdieu. New York: Routledge, 50–70.
  • Tyyskä, V., et al., 2018. Canadian media coverage of the Syrian refugee crisis: representation, response, and resettlement. Geopolitics, history and international relations, 10 (1), 148–166.
  • Watson, C., 2006. Narratives of practice and the construction of identity in teaching. Teachers and teaching, 12 (5), 509–526.
  • Weng, S.S., and Lee, J.S., 2016. Why do immigrants and refugees give back to their communities and what can we learn from their civic engagement? VOLUNTAS: international journal of voluntary and nonprofit organizations, 27 (2), 509–524. doi: http://dx.doi.org/10.1007/s11266-015-9636-5.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.