Taylor-Empowering Emerging Generations to Become Agents of Change through Critical Consciousness and Narrative Pedagogies

2011·7.3 MB·English

by  Joseph Taylor

Empowering Emerging Generations to Ravome Agencs of Change

through Critical Conciousmess and Narrative Bodagogies

A Dissertation
presented to
the Faculty of tae

Claremont Schl of Theslogy

Tr Partial Fulfilment
‘of the Requirements for the Degree

Doetar of Philowphy

by
Toseph Taytor

December 2011
22011
Joseph ‘Taylor

ALL, RIGHTS RTSURVED
Abstract

Brapowering Emerging Goucrations to Beopme Ayents of change
throngh Critical Consciquymows and Nurvalive Pedagogies

by
Josep Taylor

Adutexcens are intuenced by the moving images of films, Rexewel on fk and
{oul sovilaton revels afk betwoon fli violence und aggresive behavior,
thoughts aud emotions, Exposure w film viclene least increased physical asstulls by
adolescons,. Morovver, alien ne expited 9s passive consusrs with
Aiseretionary dollars, Marketess exploit images of beautiful and violent chacwctersw>
purvey fla

As fils cotrtin ndlescens hey al shape thei views of lif. Such inns
ace powerful umumg youth who afe developing au wuderstonding of thir entity. These
‘nnages contain dlsaubing themes, which demand reflection, invuing te plamocization
of violene and thinness, dstonat views of Temiinily and masculinity, aleabol and dros
shrase, gd the lhumiaization of women, Adoesoents need 1 fle upon
theic experience af the fas

te lvrarie on how youth ainsi ulize Rm shows ha les have not bos
sdoquntely engugel in youth ninety programs. Many youth ministries de not empower
youth to heim gens lo reflec tdcally on their eaperienes of Sly o= wa resist the
puisive consumption of tieis worldviews and mores. Vouth need tobe empowered to

critically eugage lheir experience of flnis within a youth mninisay context, While
podagogis of empowermen smemg itileseens have hee developed by Frank Roers,
Jr. sud David White, they have no heen applied to youth ministues through fms, This
dissertation fll the need for such «pedagogy of empowerment

“Tho pedagogies of Fran Roggrs and Pav White ized with lms can
xipower adolescent elles critically upon ther experience of flls and become
agents of change, The easly chapters otis dissertation will examine tir peta,
‘which can help foster the process of youth socialization, Nex, is Uisertaion wil
exter tele pedagogies by applying then ts aeton, comedy, and horzer Frain such a
‘way ast enable xdoloounts lo rellet ur their experience a fs

“The eoncluing chapters desesihe cay proposed projet eu au application ofthe
pedagogy. The project calls fr listening ro the naratives of youth aud to Cir experenwe
ofthe action, comedy, are! burr i. The projel gener vical consciousness for
adolescents fo reflec on their experienc othe ies. Each session of the projst grows

‘oul ol previous se

ns, drawing upon the participanss’refloctions tp shape subsequent
sessions and thns further developing the pollgogies, The project exarines hose the
podagogies cam empower The adolesaemts to become agent of change. I also offers

suggestions oo issues for futher exploration in youth minisery.
Acknowledgements

‘ith the health challenges ot Camila he passing away of our ist eid this
doctoral journey has bee arduous. Lavo enieemely thakfiltat | jonneyed not woe bat
‘vith any cormaiy

TThave been sustained by God's presenee thro my mmaing disseration
conmatee, which bas boon agit fom above, Through yo have discovered hati
eas to engage in xm asec journey in kiaen of moueing and eeoicng, Without

{your guidenve anil suppor, this journey would not be possible ‘Thank you, Dr, Frank

Rogers, lor your teaching, rescarch, model of educational lewdership, envouragersent,
enibodiment of compassion for hurting young peuple, and commitment to your students |
‘a grateful for ll of your supporl.im this journey and oppormuity to participate in the

Nurrative Polagogies Penject and to witness its transformative power inthe Lives af

youth. Your insights, vison, guidance and wore inspiral this project. Thank you, Dt
Stary! Kujawa-Holbrook, for your kenhing, ngs, atention to tory and pews,
reser, wn care in providing asactedrefnge for our its ouc, You have dexpenead my
uantertantng of what ts co eenpower and cars for yous, Ur Files, und thei
communities. Thank you, Dr. Fak Coca, for your teashing, guidance, encoursgenent
and geretstve doversations on religion and is, With your insights, you have nursed
any desi love Che with al of ny beast, soul, mid, and stcngth though this journey
Conk you to many others who have journey in cement witk me, ‘ane

you, Dr, David White, for your espurees an engaging youth and their culture and for
allowing nc to participate in the Youth Discipleship Project, which has empowered
south w eanbrace heir vovalon and heal the broknaess of tiie communities, Thank
yo, Dr. Seat Connode, for your hospitality and eppentunity to participate in the
goundbreaking Narrative Podanyies Projet. Thank you, De. Kasileen Greer, for your
teaching, support, and sncourngement ts take care while seckiug to caro for my fuaily
Thank you, Pr, Dury Stith, lor your teaching and encouragement vo Tisten with ewe lo
the wices of diverse communities, Thank you, youth and youth werkers, for weleoning
‘me ino your commute, teaching mi, and blessing me with your voives and heats.
Thank you, Dr, Brine Rutherfor, for your support and Joe encouraging me to pursue this
doctoral degree, Thank you, MS. Tay Filson, or your support, gidanoe, ens, and

gencrosit

ey with your ine and edits ding a difficult season, Thank you, Dr. nly
Chick, for your support nad insights on teaching nd Tewlenship. Task you, Or. Elizabeth
Conde-Frazct for your support nad renourcesm yoalilave ecsoarch and ministy
aniong energized youth, Thank you, Ms, Koala Joncs aud Mis, Mey Garret, for your
succwetan help wit resources. Thauk you, Mrs, Elsns Willer, fr your weloonviog
spit esoumes. and suppor. Think you, Mrs, Beuy Clements, Zor your support and help
in obsining ll of he resvurves on narrative pedagogies.

“Thank you to my loving fanily. "thank you, Mom. for your example ol vourage
rad ope in adversity, and Dad fr believing in me, Thank you, Joanna, tor your
enconragemat an for inspiring me ts engage thi poject. Thankyou, Dens. 2 Hike
partner and live, You have sacifced so mich as a mother, Your enduring aps
‘exinuts un amaze i. cA! thank you, Hadassah for persevering despite sc pant

and tightening introduetion Ip this world, forshowin me what is most ionporteut, and
Jie inspiting me to cugege this projec. Fhape Ll “his project will bless you and your

merging uxuration,
Contents

tntvoduetion 1
‘Chapter 7: Socialization 8
Cuter 2 Ttarure Review on hn and Youth Ministries 45
Chapter 1: The Theological Significance of Narive o
hapher 4: The Cltieal Conssiousseas wid Nural've Pelagogies 2

(Chapter 5: Utilizing the Critieal Consefowmess and Narrative Pedagouies with Film (10

Chapter 6 Methodology 139
Chapter 7; Conclusion 158
Bibliography 160
Antrodustion

Adolescents inhabit the cultxe of the films they view.) Theieftk comununitios
would be safe spaces to discuss und devonsteuct such fs. However, they are not taugh
jn their dsith vomumurities tn refTeot cctically upon their cxperisnes ofthese filmic
narnives, Without a context in which thoy can examine wd analyze films youth are
domesticated culturally and become vulnerable in abserhing their mores and worldviews.
‘This disscration will cxamine the pedagogies of Prank Rogers, Jr. and David White,
showing their sign'ficanee lor understanding the context of adolescents, arl will develo
‘a pirlagnyy Ihut erapowers? youth to reflect ertivally upon their socinlialen: aul to
Decome agens of change.

Boginuing in the 1930s, literature on (itm and dhe socialization of youth shows

that adoloeenls fa the T, 8, ae insluenced by the moving images of fils. To stew
current wxarapl, a qua experimen fick sty eves a Tink between the viewing of
symbol violence in fil nd extarte nggressive hehavir among youth kn gas
‘uth who view such images express more violence in tir lationship with their pesea
than thone who do et, For example, exposore te Filmi violence van Tend to increased
physical assalts by adolescent males Tere we are wl inching otha factors that might

contribute to violence. na hame fir delinquent boss, those who were exposed to lilmic

" goePreid and Fell of Hareard Cologe, "Mose Syren” Aabecal Aasesmoaln Madiaesce
Progen, hebelaaceduesenment mel aepes 05 doe

ail divitale sapomee hewacies, Je, ave themes wk iver ot aor elses can
stints the proves of empire

wy lames ora, Our te Made Chien (Nese Vor: Busan, 1939.

* Soe Ieoqnes Fulippe Levens. ues, Pak, Lanasie Camino, and Veen Bokowi, "Lees oC
Mure Viulere nn Aggession ina Field Serting a6 a Function vf Gap Durval Chin,”
Jounal oj Personal an Such Psschology 32 (1V79): HONS.

Troma Paka Angee. Bi Cotsen, Coneequsnces, ard Contr! (Nese York, Mea TD,
1995). 38
violenge ungagei in signitieantly more physics! avsaulty upon their peers than did those
who did not wateh the violet films. In sna (eld study aca miniuvam-sceurity pe!
institution for jveaile offenders, reearchers found similar effects upon the Frequeney of
physio! asnaull.” Adolescents are exploited as passive ye: prime comsursers with bot
leivune time and discretionary dollars.” Markelers exploit imayes ci beautiful, enorgcti
andioe violent adolesceuts to purvey films.

‘The images of the films de wot merely entertain adolescents: they alsa shape Theft
‘ews of life und Ihe role vCadaleseents in it Sue images ere powerful among youth
sho are developing an understanding of tho significance al their lives. These images
comaia distrbing themes tat demand reflection, such asthe glorification of vielenee,
distorted views of masculinity und (eriininity, aleobo! and substance Nouse, the
slamorization of thinnest, and -he dehumanization of women, Klentlieution with such
images can place adolescents a risk. When bowty is eyunled with thinness, gils may
safer ftom anorexia or bulimia to emulate wuch images, and when danger and violence i
slemorized,slslescent males may assault adolescent fomsles yr drive while Zntoxieated
es ermulaue images. Thus, adalesocats noed oo reflet critically upon their experience of
blr.

‘he Kgrature on the use of til in your aninistics suggests Ua row have aut
been engaged allequately i these coutexts ‘Cypically, film has been used in one of the
lallowing five ways in feith communities: 1) Ti ue eotertainment, 2) Fun as

ithnstrtions for youth proggarn talks and sernuns, 3) Film as youth program conversation

a
7 Ste avid F. White, Paatcing icone ith Youd Cleveland: igen Pres, 2003} £7. Ine US
ster World Wael], olesets bapa t cov Mlewances ore thes purens. Raber tn sys rng

‘thts dspesable icone lend fo cane a oxpleialion by actors. pandenog tthe e745

in.cunist be wero asec