Digital Storytelling with English Language Learning Families

In this chapter, we examine the design process and outcomes of a digital storytelling with elementary-aged English Language Learning Families. The program was iterated through a multi-step design process to integrate the use of digital storytelling on mobile devices with family literacy. In this chapter, we explain why adults and children needed worktime separately before they collaborate and that a focus on funds of language, culture and relevance foster willingness to engage with digital literacy. In working with English Language Learning Families, we found the following themes: when it comes to schooling, everything is in English; confidence in learning about technology, literacy and storytelling; and coexistence (spending time together). This chapter examines that the power and availability of mobile technologies, coupled with the traditions of storytelling, can transform language and literacy outcomes

Identifiable challenges as global complexities: globalization, gender violence, and statelessness

Discourses on globalization and violence often fall short on understanding the gender aspects of different forms of violence. This is particularly the case for stateless women and girls, faced with the existing institutionalized systems of social and legal protection which do not account for them, making them almost invisible. Subsequently, this contribution claims that the assessment of vulnerability, and likely responses, are linked to power and identity at the global levels. Furthermore, such responses are shaped by the structure of agency and associated power structures in society. Unequal power structures are likely to lead to unequal patterns of neglect, or perverse responses that protect entrenched interests aligned with existing structures of identity or influence. In this way, the “vulnerability of stateless identity” can itself be a source of heightened anxiety and fear