Critical filmmaking pedagogies: the complexities of addressing social justice issues with youth in New Brunswick schools
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Date
2014
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University of New Brunswick
Abstract
In this dissertation, I explore the limits and possibilities of critical filmmaking
pedagogies in generating action toward social change in the lives of youth. In the context
of the What's up Doc? filmmaking program, which took place in a New Brunswick
school district, I explore how teachers and students take up critical filmmaking
pedagogies in three New Brunswick mainstream school settings. The purpose of theĀ·
study is to examine the influence of various individual, social, and political contexts, and
the associated institutional and discursive constraints on the potential of critical
filmmaking pedagogies. Adopting a bricolage approach, I use a range of critical theories
(e.g., critical pedagogy, and post-structuralist, neo-Marxist, feminist, dis/ability, and
queer theories) to analyze how discursive and institutional forms of power operate in, on
and through collaborative filmmaking projects. By critically analyzing multiple school
sites, through a range of theoretical frameworks, the research highlights how broader
cultural/discursive/structural facets of education shape the praxis.