More and more educators, scholars, and policy makers are recognizing the potential for media production to invigorate youth learning, and that’s obviously a good thing in my view. But the risk is, we can start convincing ourselves that just handing kids $10 disposal digital cameras from Walgreens or sending them out on the street with minidisk recorders will spark transformative learning experiences. If only it were so easy…
Youth Radio and the other youth media groups I’ve worked with and researched have helped me come up with a set of questions to apply to media-based learning experiences, as a kind of on-the-fly assessment process. Here are a few:
1. Does the experience provide young people with opportunities and skills to break conventions while still understanding the rules of the game?
This one’s informed by Lisa Delpit’s hugely influential literacy research. In Other People’s Children, Delpit writes about schools where students are mostly black and teachers are mostly white and female. I find myself thinking about her ideas across a range of different contexts. While Delpit acknowledges the value of teaching student writers to compose freely, fluently, and creatively, she also insists that young people need to understand the “codes of power” operating, often tacitly, inside any pedagogical context–codes that can become structures of exclusion even, or maybe especially, in so-called “progressive” classrooms.
2. Do young people play an active role in not only generating “raw” content, but also tailoring and delivering that content to existing and emerging audiences?
In The Fine Art of Teaching, David Trend writes about this one in a chapter that’s pretty old but still relevant.
3. Is the media production work contextualized within a larger ambition related to justice?
I don’t mean that every media project, or any media project, should necessarily push a pre-determined political agenda. Social justice work can entail opening avenues for expression for those whose experiences would otherwise be ignored, distorted, or used against them. Exposing hidden information, or simply sharing honest, uncensored, if unpopular or controversial perspectives, contributes to a fuller public discourse. The key move is to create conditions where young people can debate the fraught relationship between media and justice and position themselves as influential producers in that mix. Check out Beyond Resistance! by Noguera, Cammarota, and Ginwright, for a very powerful collection of essays raising themes along these lines.