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Results indicate that curriculum-integrated digital storytelling strengthens engagement with non-mainstream perspectives and promotes self-reflection. However, facilitating debate on controversial issues, analyzing systemic causes and impacts, and planning collective action requires critical pedagogical practices beyond the digital storytelling curriculum.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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controversial issues and collective action?",{"text":71,"@type":63},"The findings highlight that addressing controversial issues, analyzing systemic causes and impacts, and determining collective action responses requires critical pedagogical practices beyond those embedded in the digital storytelling curriculum.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595580,1792171245,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Education  \nHoa Truong-White  \nUniversity of Ottawa  \nLorna McLean  \nUniversity of Ottawa  \nAbstract  \nThis article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum and digital stories using a multimodal critical discourse analysis. The findings ofthis study showed that digital storytelling, as integrated into the curriculum, enhanced student engagement with non-mainstream perspectives and self-reflection. However, the core elements of discussing controversial issues, analyzing systemic causes/impacts of global problems, and determining collective action responses required critical pedagogical practices beyond those embedded within the digital storytelling curriculum.  \nKeywords: global citizenship education, digital storytelling, curriculum, critical pedagogy  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nCet article explore le potentiel de la narration numérique en tant que soutient à l’éducation transformative de la citoyenneté mondiale (ÉTCM) par moyen d’une étude de cas du programme « Bridges to Understanding » (ponts pour la compréhension), qui a été conçu pour relier mondialement des étudiants aux niveaux intermédiaires et secondaires à travers la narration numérique. Dans le cadre de l’ÉTCM, nous avons employé une analyse critique multimodale du discours afin d’analyser le curriculum et les histoires numériques. Nos résultats ont démontré que la narration électronique, tel qu’elle est intégréeau programme, a soutenu l’engagement des perspectives introspectives et non-traditionnelles. Cependant, les éléments essentiels requises pour aborder des questions controversées, l’analyse critique des causes / effets systémiques des problèmes mondiaux, ainsi quel’action collective ont demandé l’apport de pratiques pédagogiques critiques au-delà de celles intégrées au curriculum de la narration numérique.  \nMots-clés : l’éducation à la citoyenneté mondiale, la narration numérique, le curriculum, les pratiques pédagogiques critiques  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe educational agenda to prepare students to navigate a rapidly changing, complex, and interconnected world within an increasingly digital landscape has resulted in curricular mandates that integrate both global citizenship education and digital technology in Kindergarten to Grade 12 classrooms. Recent studies indicate that youth are using online technologies to engage in citizenship activities such as discussing global problems, planning community service activities, seeking volunteer opportunities, writing blogs about a political issue, and forwarding political videos to their social networks (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012; Sunal, 2008; Van Hamel, 2011) . Although a growing body of research points to ways that non-profit organizations and individual schools and teachers are using digital technologies for civics and citizenship learning (Banaji & Buckingham, 2010; Bennet, 2008; Bers, 2008; Merryfield, 2007; Rheingold, 2008), integration of technology and global citizenship is not yet common practice inmost schools (VanFossen & Berson, 2008) .  \nThis research is an exploratory case study of the Bridges to Understanding (Bridges) digital storytelling program. By analyzing a long-running program that used digital storytelling to connect middle and high school classes for global citizenship learning, this study probed the extent to which such technolog","cbCairdSuTQJpyat","https://ap.wps.com/l/cbCairdSuTQJpyat","pdf",668271,28,"English","# Introduction\n## Research Questions\n## Global Citizenship Education Framework","[{\"question\":\"What role does digital storytelling play in transformative global citizenship education in this study?\",\"answer\":\"The study examines how digital storytelling, integrated into the curriculum, can enhance engagement with non-mainstream perspectives and support students’ self-reflection.\"},{\"question\":\"How was the Bridges to Understanding program analyzed?\",\"answer\":\"The project used a TGCE framework and multimodal critical discourse analysis to probe both the curriculum and the students’ digital stories.\"},{\"question\":\"What limitations are identified regarding controversial issues and collective action?\",\"answer\":\"The findings highlight that addressing controversial issues, analyzing systemic causes and impacts, and determining collective action responses requires critical pedagogical practices beyond those embedded in the digital storytelling curriculum.\"}]","Digital Storytelling for Transformative Global Citizenship Education - Exploratory Case Study of the Bridges to Understanding Program | PDF",1792081419,71]