Mistry, J.;
(2021)
Decolonizing processes in film education.
Film Education Journal
, 4
(1)
pp. 1-13.
10.14324/FEJ.04.1.01.
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Abstract
This paper considers what decolonizing film education might mean through a series of research initiatives undertaken across different cultures which explore social media platforms for creating moving image sequences. The paper attends to three factors in the current climate of education: the accessibility of the medium, its immediacy in dissemination, and the democratizing effect that these conditions have had on the medium of film. Working with these three conditions in contemporary film education, the case studies described include workshops that aimed to shift the curriculum from film canons to proposing the introduction of concepts. Furthermore, elided histories are explored through site-specific projects that show how decolonial processes allow these histories to be reclaimed in film practice, and for marginal subjectivities to be made visible. Finally, the proposal of decolonial processes seeks to work with creating opportunities for social and historical visibilities. The proposition is to work with film(ed) evidence as material connected to broader social justice issues that are expressed through aesthetic forms closely associated with decolonial processes and described as decolonial aesthesis.
| Type: | Article |
|---|---|
| Title: | Decolonizing processes in film education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/FEJ.04.1.01 |
| Publisher version: | https://doi.org/10.14324/FEJ.04.1.01 |
| Language: | English |
| Additional information: | © 2021 Mistry. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | decolonial processes, film aesthetics, social change, critical pedagogy, curriculum transformation |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10132611 |
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