Session Information
04 SES 13 B, Stigmatization
Paper Session
Contribution
It is understood that the production of new narratives by young people in the form of digital storytelling can enhance space-time experience producing empowerment and new ways to promote equality, social inclusion and active learning (Lambert, 2006). These new narratives can also contribute to changes in the social representations of stigmatized groups promoting new practices and strategies to overcome social vulnerability.
In this paper we identify and analyse current projects, which use narrative and new media to overcome the effects of stigma on social vulnerability and poverty cycles. The replication of such projects in different settings is explored and discussed, in particular, with reference to the priorities of the European Union’s strategic framework for European cooperation in education and training (ET 2020). The study combines a review and an analysis of international projects with a literature review of associated academic research. It takes a socio-cultural approach to the analysis and uses a Bourdieun (1986) theoretical framework to explore social, cultural and economic capital and the impact of such projects on the self-esteem and social inclusion of stigmatized youngsters.
Stigma refers to the increase of socio-spatial segregation in the cities due to urban violence and the criminalization of poverty. For people living under this “socio-spatial stigmatization” there are restricted space-time experiences with reduced chances to amplify their social, cultural and economic capital as well as to enjoy the life in the city in plenitude and freedom (Wacquant, 2008). More vulnerable, due to stigma, such groups become unable to overcome the limitations imposed by poverty and have difficulties in accessing better conditions of life.
Using narrative and new media to present life experience is considered particularly valuable for such individuals and groups whose perceptions and experiences have had a biased representation or little historical coverage (Clandinin and Connelly, 2000). The use of image, audio, video and narrative can be used to present a richer and more nuanced picture of young people and social settings and thus provide source material from which to learn and deepen understanding about minority groups. Some strategies using narrative and digital storytelling have been adopted in order to reduce the effects of stigma and at the same time enhance an “urban self-esteem” (Fernandes and Hudson, 2009). The use of video and photography in a non-formal education setting carried out by community organizations is an example. Such techniques have been used by stigmatized youngsters as a way to produce new accounts of their reality through the reinforcement of singular aesthetics from the life experience point of view. Thus, in order to state a new vision about themselves and their social reality, they confront the traditional sources of the production of social representations producing new social representations. As a result, these groups have been creating new ways to exercise citizenship as well as to dialogue with the Estate and the broad society.
Method
Expected Outcomes
References
Bourdieu, P. (1986) The Forms of Capital. In: Richardson, J.G. (1986) Handbook of Theory and Research for the Sociology of Education. Connecticut: Greenwood Press, Inc. p. 241. Bourdieu, P. and Wacquant, L. (1992) An Invitation to Reflexive Sociology. Oxford: Polity Press. Centre for Digital Storytelling. http://www.storycenter.org/about.html (accessed 20.01.2011). Clandinin, D. J. and Connelly, F. M. (2000) Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass. “ET 2020”, Strategic framework for European cooperation in education and training. Council of the European Union. http://ec.europa.eu/education/lifelong-learning-policy/doc1120_en.htm (accessed 20.01.2011). Lambert, J. (2002, 2006) Digital storytelling: Capturing lives, creating community. Digital Diner Press: Berkeley, California. Lifelong Learning Programme (2011-2013) http://ec.europa.eu/education/llp/doc/call11/prior_en.pdf (accessed 20.01.2011). Fernandes, F. L. and Hudson, A. (2010) Making a case for education in communities and the right to the city. Paper presented at Third International Congress on Upper-Secondary and Higher Education – Building Knowledge Societies for a Sustainable Future, Mexico City. Fernandes, F. L. (2009) Violência, medo e estigma: efeitos sócio-espaciais da atualização do mito da marginalidade no Rio de Janeiro. PhD Thesis, PPGG/UFRJ, Rio de Janeiro. Mendonça, R. (2005) Avaliação do Impacto da Alfabetização Sobre o Desenvolvimento Humano. Rio de Janeiro: IETS. SIlva, J.S. and Barbosa, J. L. (2005) Favela: alegria e dor na cidade. Rio de Janeiro: SENAC. Souza, M. L. (2005) Urban planning in an age of fear. The case of Rio de Janeiro. International Development Planning Review, Vol: 27, Issue: 1, pp.1-19. Troman G., Jeffrey B., Walford G. (2004) Identity, Agency and Social Institutions in Educational Ethnography, Elsevier, Oxford. Vanderschueren, F. (1996) From security to justice and security cities, Environment & Urbanization, 8(1), 93-112. Wacquant, L. (2008) Urban outcasts: a comparative sociology of advanced marginality. Cambridge: Polity Press. Zaluar. A. (2000) Exclusion and public policies: theoretical dilemmas and political alternatives. Revista Brasileira de Ciências Sociais, pp. 25-42.
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