Knowing-Being-Doing with Digital Stories: Affective and Collective Potentialities in the Higher Education Classroom
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| Title: | Knowing-Being-Doing with Digital Stories: Affective and Collective Potentialities in the Higher Education Classroom |
|---|---|
| Language: | English |
| Authors: | Eva Neely (ORCID |
| Source: | Pedagogy, Culture and Society. 2025 33(2):541-559. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Story Telling, Technology Uses in Education, Educational Technology, Electronic Learning, Student Evaluation, Evaluation Methods, College Students, Foreign Countries, Creativity |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/14681366.2023.2249905 |
| ISSN: | 1468-1366 1747-5104 |
| Abstract: | Creative assessments hold the potential to counter outcome-oriented and utilitarian approaches to teaching, characteristic of neoliberal academia. This paper explores the potentialities of digital stories as one form of creative assessment that may help rupture normative ways of teaching-learning and engaging with affective pedagogies. The authors are a group of teacher-learners who engaged with digital stories as a part of teaching-learning assemblages at two universities in Aotearoa, New Zealand. Drawing on our collective dialogue and writings, this paper explores the potentialities of breaking 'dichotomies', including personal/academic, good/bad affect, and certainty/uncertainty. The ways in which digital story assessments can unsettle but also affirm teaching-learning assemblages are explored. Various moments of glow from the authors' reflections on engaging with digital stories as teacher-learners are followed to consider affective pedagogies for the 21st century. Through openly sharing vulnerabilities between students and teachers the paper affirms, imagines, and creates openings for pedagogical praxis. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468696 |
| Database: | ERIC |
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| Abstract: | Creative assessments hold the potential to counter outcome-oriented and utilitarian approaches to teaching, characteristic of neoliberal academia. This paper explores the potentialities of digital stories as one form of creative assessment that may help rupture normative ways of teaching-learning and engaging with affective pedagogies. The authors are a group of teacher-learners who engaged with digital stories as a part of teaching-learning assemblages at two universities in Aotearoa, New Zealand. Drawing on our collective dialogue and writings, this paper explores the potentialities of breaking 'dichotomies', including personal/academic, good/bad affect, and certainty/uncertainty. The ways in which digital story assessments can unsettle but also affirm teaching-learning assemblages are explored. Various moments of glow from the authors' reflections on engaging with digital stories as teacher-learners are followed to consider affective pedagogies for the 21st century. Through openly sharing vulnerabilities between students and teachers the paper affirms, imagines, and creates openings for pedagogical praxis. |
|---|---|
| ISSN: | 1468-1366 1747-5104 |
| DOI: | 10.1080/14681366.2023.2249905 |
