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Opening Difficult Conversations : = Empathy and Intercultural Film Viewing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Opening Difficult Conversations :/
其他題名:	Empathy and Intercultural Film Viewing.
作者:	Pardy, Brett.
面頁冊數:	1 online resource (265 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: B.
Contained By:	Dissertations Abstracts International84-05B.
標題:	Affect (Psychology). -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30157782click for full text (PQDT)
ISBN:	9798352991985

Opening Difficult Conversations : = Empathy and Intercultural Film Viewing.
Pardy, Brett.

Opening Difficult Conversations :Empathy and Intercultural Film Viewing. - 1 online resource (265 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: B.

Thesis (Ph.D.)--McGill University (Canada), 2021.

Includes bibliographical references

That films generate empathy is often assumed, but there is a gap in research to date that explores how theoretically and pedagogically this can occur. Olson (2013) has argued that the idea that students will become more empathic simply through reading or watching fiction is "wishful thinking" (p. 170). To move beyond wishful thinking, this study examines a more nuanced conception of best practices, by beginning with the question: How could empathy, in the sense of a "radically 'unsettling' affective experience" (Pedwell, 2012, p. 166), produce what Ranciere (2010) called dissensus- the sensory break with the normal order of things-in order to imagine new possibilities. Within an educational context, my goal was to encourage growth in the capacity to visualize the dialectical nature of difference- how it is constructed-rather than simply to learn about the Other. Using methods designed to examine how viewing is (and is not) transformative in a specific context, I facilitated three film viewing sessions with ten students and faculty members at a Canadian university. The three films, Stupid Young Heart, Rhymes for Young Ghouls, and Meditation Park. My intent was to prompt participant dialogue related to intercultural communication, justice and anti-racist education. The sessions served as a case study into how viewing and discussing films illustrates theoretical contributions, drawing together insights from film theory, empathy philosophy, affect theory, transformative education, and anti-racist education. I conclude that the films did help to conceptualize change as a matter of doing things differently. The films also helped participants realize that there is a much larger world of media available than the limited sources they were accustomed to. My research project contributes to the ongoing discussions in media studies and anti-racist education and their relation to film's role as an affective, transformative learning strategy and experience.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352991985Subjects--Topical Terms:

606519
Affect (Psychology).
Index Terms--Genre/Form:

542853
Electronic books.

Opening Difficult Conversations : = Empathy and Intercultural Film Viewing.
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504 $a Includes bibliographical references
520 $a That films generate empathy is often assumed, but there is a gap in research to date that explores how theoretically and pedagogically this can occur. Olson (2013) has argued that the idea that students will become more empathic simply through reading or watching fiction is "wishful thinking" (p. 170). To move beyond wishful thinking, this study examines a more nuanced conception of best practices, by beginning with the question: How could empathy, in the sense of a "radically 'unsettling' affective experience" (Pedwell, 2012, p. 166), produce what Ranciere (2010) called dissensus- the sensory break with the normal order of things-in order to imagine new possibilities. Within an educational context, my goal was to encourage growth in the capacity to visualize the dialectical nature of difference- how it is constructed-rather than simply to learn about the Other. Using methods designed to examine how viewing is (and is not) transformative in a specific context, I facilitated three film viewing sessions with ten students and faculty members at a Canadian university. The three films, Stupid Young Heart, Rhymes for Young Ghouls, and Meditation Park. My intent was to prompt participant dialogue related to intercultural communication, justice and anti-racist education. The sessions served as a case study into how viewing and discussing films illustrates theoretical contributions, drawing together insights from film theory, empathy philosophy, affect theory, transformative education, and anti-racist education. I conclude that the films did help to conceptualize change as a matter of doing things differently. The films also helped participants realize that there is a much larger world of media available than the limited sources they were accustomed to. My research project contributes to the ongoing discussions in media studies and anti-racist education and their relation to film's role as an affective, transformative learning strategy and experience.
520 $a On suppose souvent que les films suscitent l'empathie, mais les recherches menees jusqu'a present n'ont pas permis de determiner comment cela se produit sur le plan theorique et pedagogique. Olson (2013) a fait valoir que l'idee que les eleves deviendront plus empathiques par le simple fait de lire ou de regarder de la fiction n'est rien de plus qu'un « voeu pieux » (p. 170). Pour aller au-dela d'un tel constat, mon projet analyse une conception plus nuancee des meilleures pratiques, en commencant par la question suivante : comment l'empathie, en tant qu'« experience affective radicalement « destabilisante » » (Pedwell, 2012, p. 166), peut-elle produire ce que Ranciere (2010) appelle le dissensus - la rupture sensorielle avec l'ordre normal des choses - afin d'imaginer de nouvelles possibilites? Dans un contexte educatif, mon objectif etait de promouvoir la capacite a visualiser la nature dialectique de la difference - comment elle se construit - plutot que de simplement apprendre sur l'Autre. En utilisant des methodes concues pour etudier comment le visionnement est transformateur (ou non) dans un contexte particulier, j'ai anime trois seances de visionnement de films avec dix etudiants et membres du corps professoral d'une universite canadienne. Les trois films : Stupid Young Heart, Rhymes for Young Ghouls, et Meditation Park. Mon intention etait de susciter un dialogue entre les participants sur la communication interculturelle, la justice et l'education antiraciste. Les seances ont servi d'etude de cas sur la facon dont le visionnement et la discussion de films donnent lieu a des mises en commun theoriques, en rassemblant des connaissances en matiere de theorie du cinema, de philosophie de l'empathie, de theorie de l'affect, d'education transformatrice et d'education antiraciste. Je conclus que les films ont contribue a conceptualiser le changement comme etant une question de faire les choses differemment. Les films ont egalement aide les participants a realiser qu'il existe un univers mediatique beaucoup plus vaste que les ressources limitees auxquelles ils sont habitues. Mon projet de recherche contribue aux discussions en cours dans les domaines des etudes mediatiques et en education antiraciste, ainsi qu'a leur relation avec le role des films dans une strategie et une experience d'apprentissage affectives et transformatrices.
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