Reflexive Identities at University: Sounds, Images and Autobiographical Micro-Tales
Abstract
This paper investigates new ways to gen-erate and integrate identities in the class-
room using the pedagogical and creative
potential of audiovisual micro-tales. In
light that the official curriculum with its
general drive silences the individual voic-
es of students, we defend the use of the
auto-ethnographic method and experi-
mentation with both narrative and audio-
visual language in favoring interdiscursivi-
ty so that students’ voices can be amplified.
These conceptual foundations were used
as a guide in an action research project
designed as an introductory activity for a
music subject at University. Students from
different backgrounds, interests and pro-
files were invited to lay out the narration
of an autobiographical micro-tale with
two extra literary supports, music and im-
age, inquiring in their sounds of life. The
study concludes that new understandings
with an interpretative and socio-critical
focus and a qualitative-methodology are
highly effective in order to give committed answers that empower the intelligence
and capabilities of the students, construct
their identity and satisfy their interests in a
creative and holistic way.
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