Affordances and Constraints: Using Multimodal Methods in Globalized Education Contexts

• In Event: Roundtable Session 108
  In Roundtable Session: Curriculum and Cultural Identity in Between and Across Contexts

Abstract

Situated in an ethnographic case study investigating different levels of curriculum (i.e., intended, implemented, lived, hidden, and null curriculum) in a Sino-Canada transnational education program in China, this paper specifically focuses on students’ lived curriculum and intends to unveil the dynamic complexity of their educational experience in a globalized schooling context. Challenging the reliance on interviewees’ best attempt to describe their identities and lived experience in qualitative inquiries, this study invited students to use multimodal artifacts and disturb local and global discourses that limit and/or expand their literacy and identity options. It also attempts to unpack the ontological, epistemological, and methodological possibilities of multimodal methods that might legitimate participants’ agentive roles in social construction of knowledge.

Author

• Zheng Zhang, The Chinese University of Hong Kong