The Instruction of Visual-Empowerment on the Perspective of Critical Pedagogy: A Case Study on the Practice of Self-filming Workshop among Southeast Asian Migrant Workers
Based on my concerns about subjectivity and representation of “non-mainstream” communities, the “self-filming” workshop, my being participated with six Southeast Asian migrant workers, has been my critical-oriented case study aimed to explore how the video production can help marginalized others empower and voice for themselves. And these six Filipino factory workers are definitely reported in the article. My research findings are as the followings. Firstly, each of migrant worker’s difference reveals some perceived self-awareness and sensibilities. Subsequently, critical-literacy theory, as my research methodology that emphasized on “problem-posing” and “dialogue”, could guide the Southeast Asian migrant workers to raise their consciousness of subjectivity at life-experience-based film works and to inspire them to establish alternative perspectives via self-looking and critical-thinking ways. And finally, the films could be presented exactly as high-cultural and dialogue-valued texts.
Through the program of “Self-filming Workshop among Southeast Asian Migrant Workers,” there are six Filipino factory workers from the processing zone participated the self-representation film class have been reported. This study is based on the theory of critical pedagogy and multicultural education to practice how to understand and respect the difference of “marginalized others”. In the process of visual-empowerment workshop, the voices and subjectivity of the non-mainstream groups have been represented through their self-narrative films.
This paper is published in Bulletin of Education Research Volume 65, No.4 and won 2020 Best Paper Award of Bulletin of Education Research (TSSCI first class journal). Bulletin of Education Research, 65(4), 39-76.
Awards Ceremony of Bulletin of Education Research’s “Best Paper Award” in November, 2020