Compassionate inquiry: digital storytelling and the ethics of care

Ward, Sophie; Dragas, Teti; Mazzoli Smith, Laura; Ross, Kirsty; Miao, Zhijing

Abstract

In this paper we identify the use of Digital Storytelling (DS) as a mode of pedagogy aligned with an ethics of care. We consider how DS, as summative assessment, may foreground care ethics such as attentiveness, responsiveness, and trust. Our interest in this topic stems from our concern over the impact on staff and students of the massification of higher education, which includes low attendance, social isolation, and educator burnout. This paper presents an empirical study of students’ summative work and educators’ views on the use of DS in the classroom in the context of a large, international cohort of first year undergraduates on an Education Studies programme. We conclude that DS may help students overcome some of the negative issues of massification and the legacy of Covid-19 identified in this paper, and that educators may also derive benefits from its use.

Citation

Ward, S., Dragas, T., Mazzoli Smith, L., Ross, K., & Miao, Z. (online). Compassionate inquiry: digital storytelling and the ethics of care. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2394600

• Journal Article Type: Article
• Acceptance Date: Aug 12, 2024
• Online Publication Date: Sep 10, 2024
• Deposit Date: Aug 19, 2024
• Publicly Available Date: Sep 13, 2024
• Journal: Teaching in Higher Education
• Print ISSN: 1356-2517
• Electronic ISSN: 1470-1294
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/13562517.2024.2394600
• Public URL: https://durham-repository.worktribe.com/output/2762094
• Publisher URL: https://www.tandfonline.com/journals/cthe20