Search Results (3)

Digital storytelling (DST) has the primary goal of giving underrepresented voices a platform to be seen and heard. Adding an intergenerational dimension can bring about many other benefits for all participants as well as the wider community. This article presents a reflection on the Positive Ageing Digital Storytelling Intergenerational Program (PADSIP), outlining the various elements involve in program planning and implementation, reflecting on the past 15 years of program delivery, and underscoring future directions. PADSIP brings together older adults from both community and residential care settings with high school students in an intergenerational context. The process involves collaboratively creating digital stories that explore shared passions and lived experiences. Over the past 15 years, the program has evolved to include various adaptations to accommodate diverse groups, including neurodiverse individuals and those with disabilities. The program, originally taking a ten-session weekly format, has even become an integral part of school curricula in one local high school. Although the COVID-19 pandemic prompted adjustments including temporary transition of program meetings to online platforms as well as video production assistance, the intergenerational bonds and meaningful dialogues remained strong. By challenging stereotypes and fostering deeper connections, the program highlights the potential for intergenerational DST to positively reshape attitudes and understanding among participants. Current and future program research seek to delve into the mechanisms that facilitate such transformative outcomes, investigating the in-depth connections and communication that characterise the intergenerational DST approach. Full article

bell hooks writes that to sustain myths of meritocratic educational systems, college campuses remain silent about social class differences. For poor and working-class first-generation college students, this silence means learning little about structural obstacles placed in the way of aspiring to and then succeeding in college. They commonly graduate from under-financed high schools in economically declining communities, yet internalize shame and silence as they struggle to compete with more privileged peers once on campus. Toward breaking that silence, I facilitated digital storytelling workshops with 78 diverse first and former first-generation students across the U.S. and later interviewed them. Drawing on Bourdieu’s analysis of class as both internalized and material, the paper discusses how these storytellers made class inequalities visible in speaking of their daily lives. From an emerging collective identity, they reported a new sense of agency and voice. Full article