99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Into the Nature of Creativity: a Multimodal Exploration of Play & Games
Diego Alatorre Guzmán1, Nuno Coelho1, Sara Dias Trindade2, Jose Font3
1University of Coimbra, Centre for Interdisciplinary Studies (CEIS20); 2University of Porto; 3Malmö Univetsity
Presenting Author: Alatorre Guzmán, Diego
- Objective -
As part of the 3rd year of my doctoral research in Contemporary Studies, at the Center for Interdisciplinary Studies of the University of Coimbra, I am currently undertaking the experimental phase of a transdisciplinary exploration that looks into Arts and Design as a Ludic Space, where players are more keen for adventures and prone to collaborate.
My main objective is to acknowledge CREATIVE EMANCIPATION as an irreplaceable complement to academic learning and therefore present across every field of culture.
In this regard, my research aims to demonstrate that collaboration can be fun, and therefore by losing the need for total control of our lives, we may be able to gain autonomy and collective power over our territory, not by making games serious, but by engaging in play that is never completely predetermined, but genuinely elicited by the search to enjoy each other.
- Main Research Question -
How can Game Design spark/inspire collective action for playfully coordinated political deliberation of everyday life?
- Conceptual Framework -
The games we play entail our first experience of political education, as they require us to assume roles, experiment power, manage conflicts and make decisions within the limited a playscape (Farnè).
By interacting through games, what Fröbel called gifts, Vygotsky pivots, and Winnicott transitional objects, an educational experience is turned into self-learning practices as players learn what they need, at their own pace (Farnè).
Similarly to carnival, festivals and parties, games are arenas for cultural exchange and can be studied as evidence of material culture. The processes used to build each copy reveal the technological dexterity, material availability, visual references and cultural concerns of players and designers. Play is conceived as a spontaneous and attractive attitude, granting games with a fleeting flexibility to spread, transporting their elements across cultures, while keeping their main characteristics together (Spanos).
Since nobody can be forced to play, games allows players to relate to their environment by engaging into open-ended unconventional interactions, looking at complex issues and building low-fidelity representations of what they find relevant (Huizinga, Piaget, Vigotsky, Farné).
It is also true that play has a perverse side, when for example, players are no longer aware they are being played (Flusser, Flanagan). As manipulation, abuse and welfare tactics may seem to be justified, game designers, teachers and ultimately every authority with the privilege of crafting others' experiences are responsible for their wellbeing and must act accordingly to their needs and expectations, promoting opennes to diversity, mutual respect and care among players.
Play as a Pedagogy can be thought of as an enthusiastic system, where people cooperate with one another, in order to assure positive interdependence, preparing players to become responsible for their own path, attentive to their own motivations and to those of their peers.
Methodology, Methods, Research Instruments or Sources UsedIn order to test this ideas, I recall the cyclical structure and four stages of Kolb’s experiential learning (1984) and superimpose it over Hunicke, LeBlanc and Zubek’s MDA framework (2004) that looks into games as systems with Mechanic, Dynamic and Aesthetic elements. This operation creates a 4x4 matrix that describes games in regards to their structure and the different functions they play along its participatory developmental process.
On the horizontal axis of this matrix there are 4 functions that respond to the following questions. In order for games to be memorable, these functions are to be perceived as coherent by the players, something that is quite difficult to design, but obviously not impossible:
Objective: What is the game about?
Productive: What artifacts/interfaces do we need to play?
Interactive: What is it allowed to do within the game?
Aesthetical: Why is it relevant?
On the vertical axis, the matrix describes 4 stages of an experiential cycle by which emancipated players learn / design new games:
Line 1 - Centered on Theory - How does play, design, culture and education relate to each other? How are they related today and how does that relation have evolved in history? In this regard, I've already published two articles in two international journals: one in Spanish [Alfabetización Multimodal: Sobre las formas de comunicar] and another in English [Games as Socio-Technical Systems: Interdisciplinary Infrastructure for a Pedagogy of Play].
Line 2 - Centered on Production - How to address creativity through different ways of being? My ongoing study of genius, our exceptional and natural disposition to imagine clever solutions rooted on resourceful analysis of the material richness at hand, turning obsolete ideas into better off configurations.
Line 3 - Centered on Play - What is creativity? How do you play it? Who wants to play? From local interactions to online meeting places, virtual and tangible are no longer away from each other. This line aims at extending the magic circle outside the classroom, not by making games serious, but by engaging in exploratory play.
Line 4 - Centered on Reflection - What are the constraints and enablers of creative freedom? An endeavor to unravel the fundamental nature of education: on the one side, the sensitive and spontaneous immersion into the chaos of the natural world and on the other side, an intentional and structured reflective assimilation process that leads to significant learnings.
Conclusions, Expected Outcomes or FindingsAlong this journey I have managed to collect a series of learnings and case studies, examples of games that sustain what I’ve called, The Ludiverse: a design system to bridge the gap between users and designers, by acknowledging both as players on a common adventure.
Even if these games conveyed a great vehicle to transfer learnings from theory to practice, my focus goes beyond the instrumentalization of play, as I am more interested in the integration of such didactics into a pedagogical framework that prepare people to surf chaos, to deal with unwanted situations and unforeseen results, incorporating creativity as a transdisciplinary field that provides specific tools to overcome the challenges of the reality we live in, that is not only joyful but may also have a therapeutic effect, as it allows to reinterpret traumatic experiences by building models and prototypes, that represent themselves on better off situations.
My overall goal does not remain solely in a collection of games, I consider that the main contribution of this project will be the development of a network of creatives engaged in creative education, not limited to reproducing the status quo, but ingeniously addressing pertinent and complex challenges. Through an open model that can easily be adopted and reformulated by others (students, teachers, researchers, scientists, artists and designers all across the globe), I aspire to inspire attitudes of exploration, awe and curiosity, where people feel free to raise questions, suggest alternatives and build solutions to meet their own needs and such of their communities.
In a few words, I expect to demonstrate that collaboration can be fun, and therefore by losing the need for total control of our lives, we may be able to create long lasting games, which in the terms of Roberto Farnè, enable a meaningful long-life education.
ReferencesAlvarado, Maite (2013). Escritura e invención en la escuela.
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Björgvinsson, E., Ehn, P., & Hillgren, P.-A. (2010). Participatory design and “democratizing innovation.”
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Cross, Nigel (2001). Designerly ways of knowing: design discipline versus design science.
Culver, S. y Jacobson, T. (2012). Alfabetización mediática como método para fomentar la participación cívica.
Dewey J. (1934). Art as experience.
Equihua, L. (2017). El futuro del aprendizaje orientado a proyectos y productos mezclando disciplinas
Elisondo, R. C., & Donolo, D. S. (2015). Creatividad y alfabetización informacional.
Escobar, A. (2017). Autonomía y Diseño. La realización de lo comunal.
Flusser, V. (1999). The Shape of Things. A Philosophy of Design.
Freire, P. (1985). Pedagogía del oprimido.
Fröbel, F. W. (1887). The Education of Man.
Hunicke, R., LeBlanc, M. y Zubek, R. (2004). MDA: A Formal Approach to Game Design and Game Research.
Illich, I. (1978). La convivencialidad.
Kolb, D. (1994). Experiential learning: Experience as the source of learning and development.
Lukosch, H. et al. (2018). A Scientific Foundation of Simulation Games for the Analysis and Design of Complex Systems.
Maturana, H. (1997). Metadesign: Human beings versus machines, or machines as instruments of human designs?
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Mondragón, R. (2018). La escuela como espacio de utopía.
Morais, José (2018). Literacy and democracy.
Nicholson, S. (2009). The Theory of Loose Parts, An important principle for design methodology.
Nicolescu, Basarab (2013). Transdisciplinary Theory & Practice.
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Schön, Donald (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan.
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Vygotsky, L. S. (1976). Play and Its Role in the Mental Development of the Child.
Zimmerman, E. (2003). Play as Research: The Iterative Design Process.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
"Bridging Times: The Evolution and Future Trajectory of Home Economics Education in Europe"
Joan Finlay
MIC Thurles, Ireland
Presenting Author: Finlay, Joan
Overview
Home Economics education employs a multifaceted, interdisciplinary approach seeking to empower students with the skills to cultivate reflective, critical decision-making abilities they require to deal with practical perennial problems. It has been defined by the International Federation for Home Economics (IFHE) as a curriculum area that “facilitates students to discover and further develop their own resources and capabilities to be used in their personal life, by directing their professional decisions and actions or preparing them for life” (IFHE Position Statement - Home Economics in the 21st Century, 2008). Initial teacher education institutions and educators have a significant role to play devising curricula that address the complexity and uncertainty of our current times. They must integrate contemporary global challenges into the curriculum to prepare teachers for dynamic classroom discussions and practical problem-solving. Teachers need to be trained to be adaptable and resilient, equipping them with strategies to handle unexpected changes and stressors. There is a need to ensure that teachers are proficient with digital tools and teaching methodologies which are essential in a technology-driven educational landscape.
Teachers need to be prepared to create inclusive environments that respect and accommodate diverse cultural backgrounds and learning needs while also in them the importance of lifelong learning, enabling them to stay updated with the latest educational trends and practices.
This study will examine how historical socio-economic changes and technological advancements have influenced the evolution of Home Economics education in Europe, and what are the projected future trends and challenges for this field in a global context. In times of social and economic uncertainty, teaching essential life skills through Home Economics education is critical. Educators must be equipped to support students' ability to critically consider possible actions for solutions that serve the well-being of people and the planet.
Research Questions
- How have socioeconomic factors and trends throughout history influenced the development and transformation of Home Economics education in Europe?
- How do current socio-political and economic challenges impact Home Economics education differently across various European countries?
- In the context of mass migration, how is European identity being shaped within Home Economics education in different European nations?
- What varied strategies are Home Economics initial teacher education institutions and educators employing in different European countries to adapt to contemporary and future societal challenges?
Objectives
The objective is to explore and compare how Home Economics initial teacher education in various European countries- Finland, Ireland and Estonia have adapted to socio-political and economic challenges, the role it plays in shaping European identity amidst mass migration, and the strategies educators use to prepare for contemporary and future societal changes. This research aims to provide a comprehensive understanding of the differences and similarities in Home Economics education across Europe, offering insights into best practices and future directions for the field.
Theoretical Framework
This research will use a multidisciplinary approach and explore the historical context of challenges and their influence on educational research and practice. It will also examine the role of educationalists in responding to these societal changes and conceptualising their roles in the changing landscape. The aim is to understand the impact of current societal challenges on Home Economics education and to explore ways it can evolve to address these issues.
Educational Sociology: Examining how societal factors, including economic and political dynamics, influence educational systems and pedagogical approaches in Home Economics in Europe.
Comparative Education: Focuses on analysing and comparing Home Economics education across different European countries, providing insights into how diverse socio-political contexts shape educational practices.
Cultural Studies: Investigating the role of Home Economics in shaping and reflecting European identities, especially in the context of increased cultural diversity due to migration.
Methodology, Methods, Research Instruments or Sources UsedMethods/methodology
This study draws on the use of a framework consisting of three primary components:
1. Historical Socio-Economic Analysis: This study examines how socioeconomic factors and trends throughout history have influenced the development and transformation of Home Economics education. It delves into the past to understand how economic conditions, societal needs, and material realities have shaped educational practices and priorities in Home Economics over time. It critically examines peer reviewed articles from four data bases including Web of Science, ERIC, Scopus and British Education Index, educational policy documents and other empirical based research focusing on sources that specifically address the relationship between societal and economic changes and educational shifts. The latest Home Economics curricula in three European countries- Finland, Ireland and Estonia are examined to see how they are evolving in response to changes in culture and technology while addressing regional variations and commonalities.
2. Constructivism: Focused on understanding current educational practices, this theory posits that learning is an active, constructive process. In the context of Home Economics, it will be used to analyse how contemporary curricula adapt to cultural and technological changes and how students engage with and internalise these new educational experiences.
3. Futurism in Education: This component is centred on anticipating and mapping out future directions for Home Economics education. It involves a thorough analysis of emerging technological advancements, shifting societal norms, and global trends to forecast their implications for educational needs and practices in the future. It emphasises understanding and predicting how ongoing and emerging technological advancements, societal trends, and global interconnectivity will shape the future of education. In the context of Home Economics, this means exploring how factors like digitalisation, sustainability, and global perspectives could reform educational content and teaching methodologies. It involves not just adapting to current changes but actively preparing for and shaping future educational landscapes to ensure relevance and efficacy in a rapidly evolving world.
By combining these theoretical approaches, the research aims to offer a comprehensive, systematic inquiry into the past, present, and future of Home Economics education.
Conclusions, Expected Outcomes or FindingsExpected outcomes/results
The expected outcomes from this research on home economics education include the following:
• An in-depth understanding of how Home Economics education has evolved throughout time in response to past societal and economic changes.
• A comparative understanding of how different European contexts impact Home Economics education.
• A comparative study of how different European contexts impact Home Economics education and if and how modern Home Economics curricula are adapting to current cultural and technological shifts, and how this impacts student learning.
• Giving consideration to emerging societal, political and economic and technological trends, exploring the future direction for Home Economics education.
• Recommendations for educators, initial teacher educator, policy makers to adapt Home Economics curricula to better meet contemporary and future needs.
• Contributions to the European educational dialogue, especially in terms of policy, practice, and cultural understanding in Home Economics.
ReferencesReferences
Nickols, S.Y., and Kay, G. (2015). Remaking Home Economics: Resourcefulness and Innovation in Changing Times. Athens: University of Georgia Press.
Pendergast, D., McGregor, S.L.T., and Turkki, K. (2012). Creating Home Economics Futures: The Next 100 Years. Bowen, Australia: Australian Academic Press.
Sri Mariya, Sufyarma, and Jamaris (2021), “Futurism and Digitalism in the World of Education," Central Asian Journal of Social Sciences and History, 2(12), pp. 78–84. Available at: https://cajssh.centralasianstudies.org/index.php/CAJSSH/article/view/213
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Bmj, 339, b2535. https://doi.org/10.1136/bmj.b2535
Barth, M. (2016). Implementing sustainability in higher education learning in an age of transformation. London: Routledge.
Hargreaves, A. Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change 3, 189–214 (2002). https://doi.org/10.1023/A:1021218711015
Taar, J. and Palojok, P. (2022), Applying interthinking for learning 21st-century skills in home economics education, Redirecting. Available at: https://doi.org/10.1016/j.lcsi.2022.100615
Dewhurst, Y., & Pendergast, D. (2008). Home Economics in the 21st Century: A Cross-Cultural Comparative Study. International Journal of Home Economics, 1(1), 63–87. https://search.informit.org/doi/10.3316/informit.775143957869748
Kim, N.E., 2020. Developing home economics education programs for sustainable development: Focusing on changemaker education with the theme of ‘improving consumer life’. Human Ecology Research, 58(3), pp. 279–298,
Erjavšek, M., Lovšin Kozina, F., and Kostanjevec, S., 2021. In-service home economics teachers’ attitudes toward the integration of sustainable topics in the home economics subject. Ceps Journal, 11(1), pp. 27–47.
Kuusisaari, H., Seitamaa-Hakkarainen, P., Autio, M., and Holtta, M., 2021. The future of home economics teaching: teachers' reflections on 21st century competencies. International Journal of Home Economics, 14(2), pp. 51–68.
McCloat, A., and Caraher, M., 2023. HOME ECONOMICS CURRICULUM POLICY IN IRELAND. Food Futures in Education and Society.
Haapaniemi, J. et al. (2023), ‘Navigating digital challenges together: Cooperation of researchers and subject teachers’, INTED2023 Proceedings [Preprint]. doi:10.21125/inted.2023.0858.
International Journal of Home Economics (2008) International Federation for Home Economics (IFHE). Available at: https://www.ifhe.org/ejournal/about-the-journal
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Negotiating Vulnerability within Digital Activist Spaces: The European Climate Movement in the Context of Global Injustice
Rhiannon Malter
Goethe-Universität, FFM, Germany
Presenting Author: Malter, Rhiannon
This research focuses on nuanced expressions of vulnerability within climate activist groups on social media and their impact on political protest. In recent years, the climate movement has grown significantly, both in Europe and around the globe. Especially the movement „Fridays for Future“ has gained momentum since 2018 and youth resistance has since become a global phenomenon. In their protests, activists frame their political demands around an injustice resulting from previous generations actions (Eide & Kunelius, 2021; Spaiser et al., 2022) , rendering them vulnerable to imminent climate catastrophes. Vulnerability based on a neglect of care from preceding generations (King, 2010) therefore acts as one of the main narratives in activist articulations. According to Butler (2016), vulnerability is conceptualized as an ontological, relational category that is impossible to overcome in general terms but whose distribution should be equalized where possible. It is thus often the basis of political activism that demands political action based on an injust and avoidable exposure to vulnerability (ibid.). In terms of climate activism, the relational character exceeds interpersonal relations and contains the dependence on environmental surroundings. It remains an ambivalent attribution, as the explication of vulnerability is on the one hand often re-configured as „heroic“ (Safaian, 2022), whereas declaring vulnerability over a specific (sub)group can on the other hand be conzeptualized as an expression of hegemonic power (Govrin, 2022; Manzo, 2010).
The climate movement in Europe and the so-called Global North has been publicly criticised as a group of wealthy youth, primarily bound by shared privilege, thus depoliticizing the protests (von Zabern & Tulloch, 2021) - although there is conflicting empirical data regarding this argument (della Porta & Portos, 2021). Nonetheless, statistical evidence indicates that activists are well-educated (Sommer et al. 2019) and in a global perspective, disproportianaley less vulnerable to climate change than respective youth in the „majority world“ (Crawford et al., 2023). Notwithstanding, the acknowledgment and effective communication of vulnerability, both within specific activist groups and as a global ecological concern, remain crucial for crafting affective narratives, especially in the realm of social media networks (Papacharissi, 2016) that are crucial in connecting disparate events to a global movement (Bouliane et al., 2020). The complex position that European activists navigate, oscillating between victimhood and directly profiting from global injustice systems (Malafaia, 2022), necessitates a comprehensive analysis that avoids merely responsibilizing climate activists. Therefore, the question of group constitution that is on the one hand based on a global political injustice (in which children and youth have been argued to shape the „climate precariat“ as proposed by Holmberg & Alvinius, 2021) and yet acknowledges global differences along intersectional vulnerabilities (Crenshaw, 2010; Yuval-Davis, 2010) remains crucial.
This research adopts a qualitative approach, intending to empirically examine the negotiation and affective depiction of vulnerability in public articulations of climate protest on social media platforms. While existing research has delved into climate activism, particularly on digital platforms (Neumayer & Rossi, 2018; Belotti et al., 2022), this study aims to contribute by systematically analyzing depictions and attributions of vulnerability within the activism, and its intricate interplay with privilege within the European context. The poster emphasizes the need for a nuanced understanding that recognizes the relational structure of vulnerability (Butler, 2016) and the resulting political imperative for care (Bond et al., 2020). Main research ocjective for the poster presentation is to answer the question (RQ1) How do climate activists articulate and negotiate vulnerability on social media platforms and how do these articulations shape their political activism in the context of the European climate movement?
Methodology, Methods, Research Instruments or Sources UsedThis study is part of a cumulative, qualitative PhD project aimed at comprehending the affective dimensions within both digital and local climate activism groups. The PhD in turn, is situated within a larger framework of a research project concerning practices of politicisation on digital platforms with a focus on TikTok (see Silkenbeumer et al, 2023). The methodological context for the PhD project encompasses both ethnographic and netnographic research methodologies. To address the specific research question at hand, a netnographic approach, following the framework proposed by Kozinets (2019) has been chosen. The focus of this research involves the examination of TikTok profiles directly associated with European climate protest groups, identified through their names (e.g FFF_Scotland) as a form of „Activist Political Online Community“ (Villegas, 2021). The rationale for selecting TikTok lies in its algorithmic structuring, encouraging the creation of highly emotionalized content. After a research period of „deep immersion“ (Kozinets, 2019) in the digital context, ten videos have been chosen for a detailed qualitative hermeneutic analysis. For the sample, 10 videos have been chosed for deeper analysis based on European origin, depictions of vulnerability and articulations of specifically European perspectives on climate activism, ensuring comparability by limiting the selection to content in either German or English. The timeframe for video inclusion spans from October 2023 to March 2024. To develop a nuanced understanding of the medium, a detailed multimodal analysis is employed, following the metholodical approaches of “Visual Grounded Theory Methodology” (Mey & Dietrich, 2016), additionally drawing on hermeneutic interpretation principles (Oevermann, 2016). This analytical approach allows for the exploration of the intricate process of meaning-making, considering the interaction of various content creation levels such as sound, visuals, and memetic structures (see e.g. Literat & Kligler-Vilenchik, 2019).
Through this approach, the study aims to reconstruct and review the complex layers of meaning within TikTok content in the context of the research question, allowing for a comprehensive understanding of how vulnerability is expressed on multiple levels within the European climate movement on social media platforms. This research contributes to the broader discourse on climate activism by examining the nuanced dynamics of vulnerability and privilege within the digital realm.
Conclusions, Expected Outcomes or FindingsThis research identifies distinct predominant narratives of vulnerability employed by climate activists on TikTok: It becomes evident that vulnerability is mostly depicted indirectly and is hereby related to multiple social categories, such as gender, race, and socioeconomic status. Importantly, these intersections are not uniformly addressed by climate activists online, with certain dimensions like disability being largely overlooked.
Strategies for addressing vulnerability exhibit variation in their affective dimensions based on three key factors: (1) the intended audience, conceptualized as the imagined "other," (2) the explicitness of political demands within the content and (3) multiple and intersecting depictions of vulnerability. The affective impact of these strategies ranges from (self) "heroic" depictions, positioning activists as potentially powerful despite their vulnerability (following Safaian, 2022), at times even due to their vulnerability to portrayals where vulnerability is presented not as a virtue but as a reason for desperation (Kessl, 2019), and in some instances, hopelessness. This diversity in affective impact corresponds to different narratological motives, including the use of popular memetic templates and platform-specific affordances like sound or filters. These findings contribute to a deeper understanding of meaning-making in digital spheres, particularly regarding political demands in non-formalized contexts.
Lastly, the research draws conclusions on depictions of vulnerability that extend beyond the vulnerabilities of the activists themselves. It uncovers complex layers of solidarity within these depictions, highlighting the interconnectedness of vulnerabilities and the various ways in which activists navigate and express solidarity within digital spaces. The demand for a politics of care is discussed based on the theoretical discourse on vulnerability (Butler, 2016) as well as the typologies derived from specific depictions found in the empirical data.
ReferencesBond, S., Thomas, A., & Diprose, G. (2020). Making and unmaking political subjectivities: Climate justice, activism, and care. Trans Inst Br Geogr, 45(4), 750–762. https://doi.org/10.1111/tran.12382
Boulianne, S., Lalancette, M., & Ilkiw, D. (2020). “School Strike 4 Climate”: Social Media and the International Youth Protest on Climate Change. Media and Communication, 8(2), 208–218. https://doi.org/10.17645/mac.v8i2.2768
Butler, J. (2016). Rethinking Vulnerability and Resistance. In J. Butler, Z. Gambetti, & L. Sabsay (Eds.), Vulnerability in resistance (pp. 12–27). Duke University Press.
Crawford, N. J., Michael, K., & Mikulewicz, M. (2024). Climate justice in the majority world: Vulnerability, resistance and diverse knowledges. Routledge advances in climate change. Routledge. https://doi.org/10.4324/9781003214021
Crenshaw, K. W. (2016). Demarginalising the Intersection of Race and Sex. In M. T. Herrera Vivar, H. Lutz, & L. Supik (Eds.), Feminist imagination, Europe and beyond.(pp.25–42). Routledge.
Holmberg, A., & Alvinius, A. (2021). Children as a new climate precariat: A conceptual proposition. Current Sociology, 70(5), 781–797. https://doi.org/10.1177/0011392120975461
Kozinets, R. V. (2019). Netnography: Redefined (3rd edition). SAGE Publications.
Literat, I., & Kligler-Vilenchik, N. (2019). Youth collective political expression on social media: The role of affordances and memetic dimensions for voicing political views. New Media & Society, 21(9), 1988–2009. https://doi.org/10.1177/1461444819837571
Malafaia, C. (2022). 'Missing school isn't the end of the world (actually, it might prevent it)': Climate activists resisting adult power, repurposing privileges and reframing education. Ethnography and Education, 17(4), 421–440. https://doi.org/10.1080/17457823.2022.2123248
Manzo, K. (2010). Imaging vulnerability: the iconography of climate change. Area, 42(1), 96–107. https://doi.org/10.1111/j.1475-4762.2009.00887.x
Mey, G., & Dietrich, M. (2016). From Text to Image—Shaping a Visual Grounded Theory Methodology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 17(2). https://doi.org/10.17169/fqs-17.2.2535
Neumayer, C., & Rossi, L. (2018). Images of protest in social media: Struggle over visibility and visual narratives. New Media & Society, 20(11), 4293–4310. https://doi.org/10.1177/1461444818770602
Papacharissi, Z. (2016). Affective publics and structures of storytelling: sentiment, events and mediality. Information, Communication & Society, 19(3), 307–324. https://doi.org/10.1080/1369118X.2015.1109697
Safaian, D. (2022). Greta Thunberg und die Ambivalenz heroischer Vulnerabilität. In S. Lethbridge & A. Hemkendreis (Eds.), helden. heroes. héros. E-Journal zu Kulturen des Heroischen. (pp. 21–32).
Spaiser, V., Nisbett, N., & Stefan, C. G. (2022). “How dare you?”—The normative challenge posed by Fridays for Future. PLOS Climate, 1(10), e0000053. https://doi.org/10.1371/journal.pclm.0000053
Villegas, D. (2021). Political Netnography. A Method for Studying Power and Ideology in Social Media. In R. V. Kozinets & R. Gambetti (Eds.), Netnography unlimited: Understanding technoculture using qualitative social media research (pp. 100–115). Routledge.
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