Identity and representation, especially in regards to gender, sexuality, and race, are current national conversations that are necessary to bring into the classroom, but must be done so in a safe way. This 5 minute short paper will discuss one digital method to have students lead and navigate these complex issues in conversations. Based off of Halbritter’s (2013) Mics, Cameras, Symbolic Action, Halbritter and Lindquist’s (2012) article “Time, Lives, and Videotape: Operationalizing Discovery in Scenes of Literacy Sponsorship,” Weiner’s (1986) article “Collaborative Learning in the Classroom: A Guide to Evaluation,” and Bruffee’s (1984) article “Collaborative Learning and the ‘Conversation of Mankind,” I will read findings from two student lead documentary projects from Michigan State University’s Advanced Multimedia Writing - one on racial identities being portrayed in the media and the second on gender identities being constructed by their surrounding spaces. These students brought these conversations into the classroom by choice and through an art medium, which enabled them to have creative freedom and agency to offer messages of hurt and optimism for injustices to change. I see this work as one method to have important conversations. In addition, I question how this approach can be furthered. For instance: in what ways can professors allow students to lead conversations on local communities, national conversations, or worldwide systems through digital spaces? How can we facilitate an interdisciplinary approach to complex problems in order to converse with students on potential solutions?
