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    Embargo ends: 1/01/50

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Video and the pedagogy of expansive learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed)



This chapter explores the use of video footage for purposes which are simultaneously focused toward emancipation and learning. Video footage is conceptualised by the authors as a mediating artefact—it sits between a person or group of people (as the subject of activity) and their developmental intent (as the object of activity). To illustrate the pedagogical potential of video footage in higher education, the authors re-analyse data which was captured during a larger underlying project. This underlying project made extensive use of video footage to provoke change in a higher education institution by encouraging students, lecturers and managers to focus on their developing agency. The authors contend that video can inform learning as an unfolding process; they emphasise how video footage was used in different ways, by different participants, at different moments throughout their research-intervention. Their examples illustrate how people can challenge their daily realities with video footage, using it to inform affective relationships and to play developmental roles in their shaping of pedagogical processes.