This review paper explores a relationship between young people‟s identity construction and digital storytelling in the learning environment, especially those who are disaffected and at risk of being socially excluded. In particular, I will focus on the young people‟s engagement in learning despite various efforts to tackle youth disaffection, disengagement in education and training and lack of aspiration for the future. As a theoretical framework, I draw on in particular a sociocultural and cultural anthropological view of culture and mind (Holland and Cole 1995) and “history in person” (Holland and Lave 2000). The review links the current context of youth disengagement and disaffection to the increasingly popular practice of digital storytelling (technology-mediated production of stories). Lastly, it would consider implications for the future of education, in particular with the role of the teacher in the 21st century and the future of education as a technology-mediated learning environment.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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