Border crossings : how students negotiate cultural borders during digital video production

 

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dc.contributor.advisor Archer, Arlene en_ZA
dc.contributor.author Cronje, Franci en_ZA
dc.date.accessioned 2014-12-27T19:49:40Z
dc.date.available 2014-12-27T19:49:40Z
dc.date.issued 2010 en_ZA
dc.identifier.citation Cronje, F. 2010. Border crossings : how students negotiate cultural borders during digital video production. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/10299
dc.description Includes bibliographical references (p. 278-292). en_ZA
dc.description.abstract This thesis explores emerging patterns of communication in student video production and the extent to which such patterns signify cultural border crossings in a South African upper income group school context. The investigation was carried out with specific reference to the politics of difference, an educational philosophy defined by Henry Giroux (2006) as border pedagogy. Within the framework of multimodal pedagogy, four learners from diverse cultural backgrounds collaborated with one another in a timeframe of three days to create digital video productions using guidelines provided by the researcher. The production unit was observed in order to answer questions around the utilisation of video production in the classroom, as well as how learners interact and negotiate cultural issues while producing video. The data was analysed with a custom-made multimodal toolkit as proposed by Baldry and Thibault (2006). By employing Kress and Van Leeuwen's four strata of Discourse, Design, Production and Distribution various types of data illuminated themes around social memory, race, the influence of class difference, and gender representation. Assessment techniques in terms of the multimodal theories of Kress and Van Leeuwen (2001) also enabled the researcher to look at the way in which meaning is made "in any and every sign, at every level, and in any mode" (Kress & Van Leeuwen, 2001: 4). The classroom intervention was designed to encourage adolescents as "unique hybrids" (Bhabha 1994) to cross borders of cultural identity, hypothesising that difference might emerge more clearly in the negotiation and video production process, than what might crystallise in analyzing the final video production. Metaphorical border crossing in a cultural and racial sense might become more apparent in production than final product. The negotiation of Border Difference took preference over the ultimate erosion of these borders. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Film and Media Studies en_ZA
dc.title Border crossings : how students negotiate cultural borders during digital video production en_ZA
dc.type Doctoral Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department Centre for Film and Media Studies en_ZA
dc.type.qualificationlevel Doctoral
dc.type.qualificationname PhD en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Cronje, F. (2010). <i>Border crossings : how students negotiate cultural borders during digital video production</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Film and Media Studies. Retrieved from http://hdl.handle.net/11427/10299 en_ZA
dc.identifier.chicagocitation Cronje, Franci. <i>"Border crossings : how students negotiate cultural borders during digital video production."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Film and Media Studies, 2010. http://hdl.handle.net/11427/10299 en_ZA
dc.identifier.vancouvercitation Cronje F. Border crossings : how students negotiate cultural borders during digital video production. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Film and Media Studies, 2010 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10299 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Cronje, Franci AB - This thesis explores emerging patterns of communication in student video production and the extent to which such patterns signify cultural border crossings in a South African upper income group school context. The investigation was carried out with specific reference to the politics of difference, an educational philosophy defined by Henry Giroux (2006) as border pedagogy. Within the framework of multimodal pedagogy, four learners from diverse cultural backgrounds collaborated with one another in a timeframe of three days to create digital video productions using guidelines provided by the researcher. The production unit was observed in order to answer questions around the utilisation of video production in the classroom, as well as how learners interact and negotiate cultural issues while producing video. The data was analysed with a custom-made multimodal toolkit as proposed by Baldry and Thibault (2006). By employing Kress and Van Leeuwen's four strata of Discourse, Design, Production and Distribution various types of data illuminated themes around social memory, race, the influence of class difference, and gender representation. Assessment techniques in terms of the multimodal theories of Kress and Van Leeuwen (2001) also enabled the researcher to look at the way in which meaning is made "in any and every sign, at every level, and in any mode" (Kress & Van Leeuwen, 2001: 4). The classroom intervention was designed to encourage adolescents as "unique hybrids" (Bhabha 1994) to cross borders of cultural identity, hypothesising that difference might emerge more clearly in the negotiation and video production process, than what might crystallise in analyzing the final video production. Metaphorical border crossing in a cultural and racial sense might become more apparent in production than final product. The negotiation of Border Difference took preference over the ultimate erosion of these borders. DA - 2010 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 T1 - Border crossings : how students negotiate cultural borders during digital video production TI - Border crossings : how students negotiate cultural borders during digital video production UR - http://hdl.handle.net/11427/10299 ER - en_ZA


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