Educate Girls and Change the World: Documentary Film as a Catalyst for Social Praxis

• In Event: Gender Equity in Education: A Global Challenge and Local Solutions

Abstract

This study assesses the effectiveness of a series of workshops in a US metropolitan setting that addresses the social justice issue of educating women worldwide. Eight workshops were presented to in-service and pre-service teachers, university students and faculty, middle school students, and the general public in the community over a ten-week period. Girl Rising is a documentary film that digitally told the stories of vulnerable girls from nine countries to inspire global school enrollment of young females. It was used as the catalyst for the conversations and workshops. Using a convergent mixed-methods model, participant data (N = 206) were collected over workshops spanning over ten weeks and analyzed to evaluate participants’ increased awareness and commitment to equal education around the world, as well as to better understand the effectiveness of instructional strategies utilized before, during, and after the screening of the documentary. Data were collected from an initial survey before viewing the documentary, a viewing guide for audience, observation/notes from group discussions after viewing, and a follow-up survey a year later.
The research is guided by a critical pedagogy framework (Freire, 1968/1970) as well as by the social cognitive theory (Bandura, 1986) which relates to collective efficacy, an important component of effecting social change. The three main themes emerged from the study are : 1) an awareness and empathy for the plight of females battling obstacles in pursuit of education; 2) the realization of the importance of support, especially from families, for girls; and 3) a call to action. The results from the follow-up survey show that 73% of respondents agreed they have used what they learned through the workshop to enhance classroom instruction and 80% agreed they were more likely to address social justice issues with students in their classroom following the event. A majority (73%) stated that they have been more aware of their own behaviors and actions and how these may serve to minimize or promote gender inequality in the classroom since attending the event. Notably, all survey respondents stated they have taken some form of action within the past year as a result of the workshop.
To conclude the study indicates that the workshops helped raise awareness of the gross inequities in educational opportunities for girls and women around the globe and drew attention to powerful possibilities for change. This research calls for incorporation of social justice education in urban school curriculum, especially since Girl Rising was able to connect with a diverse audience. Connecting global issues to the local community, bolstering the self-confidence of girls in the society will empower girls.

Authors

• Guofang Wan, Loyola University Chicago
  Presenting Author

• Michael R. Scott, National Education Association
  Presenting Author

• Stefani Thachik, University of North Carolina at Charlotte
  Presenting Author