Transmedia storytelling and participation for peacebuilding and peace education: Rwandan youth, digital inclusion, and socio-political context
This dissertation discusses the ways and the extent to which transmedia storytelling and transmedia participation can benefit the peacebuilding processes in post-genocide societies. Drawing on ethnographic research conducted in Kigali, Rwanda during a period of three months between February and May...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/672851 |
| Acceso en línea: | http://hdl.handle.net/10803/672851 |
| Access Level: | acceso abierto |
| Palabra clave: | Transmedia storytelling Nonfiction transmedia Peacebuilding Digital inclusion Transmedia participation Rwanda Narrativa transmèdia Transmèdia de no ficció Construcció de pau Inclusió digital Participació transmèdia Ruanda Narrativa transmedia Transmedia de no ficción Construcción de la paz Inclusión digital Participación transmedia 316 |
| Sumario: | This dissertation discusses the ways and the extent to which transmedia storytelling and transmedia participation can benefit the peacebuilding processes in post-genocide societies. Drawing on ethnographic research conducted in Kigali, Rwanda during a period of three months between February and May in 2019, this dissertation aims to shed light on the digital practices of young Rwandans. The research included both online and offline ethnography with secondary school students aged between 13 and 19 who participated in transmedia storytelling workshops where they interacted with nonfiction transmedia projects about the genocides in Rwanda, Guatemala, and Cambodia, and created content about topics they found interesting in relation to post-genocide reconciliation and peacebuilding in these societies. Focus group discussions and interviews were also used as methods to gain a deeper understanding of these teenagers’ online activities and approaches to digital technologies. The results show that although young people acquire diverse transmedia skills, their digital inclusion and transmedia participation for peacebuilding are affected by the socio-economic and political context in post-genocide Rwanda. |
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