TY - JOUR
T1 - Can You Design for Agency?
T2 - The Ideological Mediation of an Out-of-School Digital Storytelling Workshop
AU - Anderson, Katherine
AU - Wales, Prudence
N1 - Funding Information:
This project was funded by Singapore’s National Research Foundation, grant number NRF2008-IDM001-MOE-018. We would like to thank the research team—Wing Ho, Mas Aziz, Ysa Cayabyab, Puay Hoe Chua, and Denise de Souza. Kate would also like to thank her writing group—Kate Bielaczyc, Steve Zuiker, Manu Kapur, Sarah Davis, and Beaumie Kim.
PY - 2012/7
Y1 - 2012/7
N2 - This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.
AB - This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.
UR - http://www.scopus.com/inward/record.url?scp=84865277883&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84865277883&partnerID=8YFLogxK
U2 - 10.1080/15427587.2012.627021
DO - 10.1080/15427587.2012.627021
M3 - Article
AN - SCOPUS:84865277883
SN - 1542-7587
VL - 9
SP - 165
EP - 190
JO - Critical Inquiry in Language Studies
JF - Critical Inquiry in Language Studies
IS - 3
ER -