Subaltern voices, digital tools, and social imaginaries | Culture and communication in digital worlds

Author(s): Glynda A. Hull, Devanshi Unadkat, Jessica Adams-Grigorieff

Year of publication: 2021

Keywords: Cosmopolitanism, Youth voice, Subaltern agency, Digital storytelling, Translingual practice, Virtual exchange, Communicative inequality, Educational design, Trust, Imagination

Methodology/Sample: Storytelling/2 young

Reference: Hull, G. A., Unadkat, D., & Adams-Grigorieff, J. (2021). Subaltern Voices, Digital Tools, and Social Imaginaries. In S.R. Schecter, C.E. James (Eds.), Critical Approaches Toward a Cosmopolitan Education (pp. 3-21). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429327780-2/subaltern-voices-digital-tools-social-imaginaries-glynda-hull-devanshi-unadkat-jessica-adams-grigorieff

Abstract

Drawing from a reimagined account of cosmopolitanism, this essay theorizes youthful subalterns’ rights and capacities to speak, listen, and be heard in a global world. In tandem, it explores the communicative power and human reach of stories fashioned for a digital age, examining a virtual reality storytelling exchange framed as translingual practice between young women in India and youth in California. We demonstrate how educational opportunities to scaffold speaking and imagining across semiotic, cultural, and geographic divides, and to mitigate communicative and representational inequalities, can be designed and deployed. We also examine the challenges surrounding such acts of trust and imagination and emphasize the importance for youth of developing and exercising capacities to word the world.

> Summary

The paper explores the challenges of subaltern voices in a globalized world, referencing Spivak’s question on whether the subaltern can speak .
It emphasizes the importance of ensuring subaltern voices are heard amidst rising incivility in public discourse .
The authors advocate for cosmopolitanism that embraces dialogue and connectivity while addressing everyday communication challenges .
The research highlights the role of digital storytelling in empowering youth to articulate their identities and social futures .
The project aims to support transnational connections and literacies among youth, avoiding educational colonization .

> Problem statement

The paper discusses the challenge of enabling the subaltern to speak and be heard in a globalized context.
It highlights the gap between Western academics and marginalized voices, particularly women, in the discourse.
The authors argue that global legacies of colonialism continue to mute conversations across differences.
The necessity of ensuring subaltern voices are heard is emphasized, especially amid rising incivility in public discourse.
The paper addresses the ideological divides that hinder understanding and dialogue between different cultural groups.

> Methods used

The research involved creating 360-degree videos to depict students’ experiences and perspectives.
Interviews were conducted in both English and Hindi, allowing participants to choose their preferred language.
The study utilized a combination of semiotic resources, including video footage and traditional images.
The project emphasized cosmopolitan translanguaging, reflecting on communication across cultural differences.
The research aimed to empower subaltern voices through storytelling, addressing global inequalities.

> Practical implications

The paper emphasizes the necessity of ensuring subaltern voices are heard in public discourse, addressing rising incivility and compassion deficits.
It advocates for dialogue across differences, promoting understanding beyond mere agreement.
The research highlights the importance of translanguaging as a tool for questioning hegemonic linguistic norms.
It suggests that educational practices should embrace mobility and mixing in language studies.
The findings encourage the integration of diverse linguistic practices in educational settings to empower marginalized students.