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