Decolonizing digital heritage practices for Indigenous literacy: A multimodal analysis of iPad Tellagami videos
Mills, Kathy A. & Exley, Beryl E. (2015) Decolonizing digital heritage practices for Indigenous literacy: A multimodal analysis of iPad Tellagami videos. In AERA 2015 Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, 16-20 April 2015, Chicago, Illinois.
Drawing on multimodal texts produced by an Indigenous school community in Australia, we apply critical race theory and multimodal analysis to decolonize digital heritage practices for Indigenous students. This study focuses on the particular ways in which students’ counter-‐narratives about race were embedded in multimodal and digital design in the development of a digital cultural heritage (Giaccardi, 2012).
Pedagogies that explore counter-‐narratives of cultural heritage in the official curriculum can encourage students to reframe their own racial identity, while challenging dominant white, historical narratives of colonial conquest, race, and power (Gutierrez, 2008). The children’s digital “Gami” videos, created with the iPad application, Tellagami, enabled the students to imagine hybrid, digital social identities and perspectives of Australian history that were tied to their Indigenous cultural heritage (Kamberelis, 2001).
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|Item Type:||Conference Paper|
|Keywords:||multimodal, Indigenous, Pedagogy, digital heritage, Tellagami, iPad educational app|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2015 The Author(s) and Queensland University of Technology|
|Deposited On:||23 Apr 2015 22:15|
|Last Modified:||10 Sep 2015 23:28|
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