VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON 1 Multimodal Voicing and Scale Making in Youth’s Video Documentary on Immigration Wan Shun Eva Lam, Natalia Smirnov, Amy A. Chang, Matthew Easterday, Enid Rosario-Ramos, and Jack Doppelt Forthcoming in Research in the Teaching of English, Vol 55, Issue 4 Abstract This study builds on research of multimodal storytelling in educational settings by presenting a study of youth’s documentary on immigration. Drawing from a video documentary project in a high school class, we examine youth’s representational processes of scaling in documentary storytelling, and the kinds of resources students use to construct multiple spatiotemporal contexts for understanding their experience of immigration and immigration policy. Our theoretical framework relates the concept of scale with the Bakhtinian concept of voice to consider the semiotic resources that are used to index and connect multiple social and spatiotemporal contexts in storytelling. Focusing on a documentary produced by some students in the class, we analyzed how the youth filmmakers used particular speaker voices (characters) and their social positioning to invoke and construct relevant scales for understanding the problem of deportation. Our analysis extends the study of scaling to multimodal texts, and the strategies that people use to represent and configure relationships among different socially stratified spaces. By conceptualizing the relations between voice and scale, this work is an effort to contribute to literacy learning and teaching that support young people in bringing their knowledge, experiences, and narrative resources to engage with societal structures.
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VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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Multimodal Voicing and Scale Making in Youth’s Video Documentary on Immigration
Wan Shun Eva Lam, Natalia Smirnov, Amy A. Chang, Matthew Easterday,
Enid Rosario-Ramos, and Jack Doppelt
Forthcoming in Research in the Teaching of English, Vol 55, Issue 4
Abstract
This study builds on research of multimodal storytelling in educational settings by presenting a
study of youth’s documentary on immigration. Drawing from a video documentary project in a
high school class, we examine youth’s representational processes of scaling in documentary
storytelling, and the kinds of resources students use to construct multiple spatiotemporal contexts
for understanding their experience of immigration and immigration policy. Our theoretical
framework relates the concept of scale with the Bakhtinian concept of voice to consider the
semiotic resources that are used to index and connect multiple social and spatiotemporal contexts
in storytelling. Focusing on a documentary produced by some students in the class, we analyzed
how the youth filmmakers used particular speaker voices (characters) and their social positioning
to invoke and construct relevant scales for understanding the problem of deportation. Our
analysis extends the study of scaling to multimodal texts, and the strategies that people use to
represent and configure relationships among different socially stratified spaces. By
conceptualizing the relations between voice and scale, this work is an effort to contribute to
literacy learning and teaching that support young people in bringing their knowledge,
experiences, and narrative resources to engage with societal structures.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
2
Growing use of digital tools has diversified the range of modalities that people use to
interact, create messages, and document their lives and society around them. Multimodal forms
of communication and representation are becoming integral to youth civic engagement and
activism, and educational settings across schools and youth serving organizations that promote
media skills and production (Jocson, 2018; Soep & Chavez, 2010; Stornaiuolo & Thomas, 2017).
We build on current research of multimodal storytelling in educational settings that seek to
connect learning to students’ lives and communities by presenting a study of youth’s
documentary on immigration. We draw from our study of documentary making with a high
school class to understand how social and semiotic resources that come from diverse spaces are
mobilized and orchestrated in documentary storytelling. We explore the representational
strategies that some youth filmmakers in the class used to portray multiple social and
spatiotemporal contexts for understanding the political struggle over migration. In this social and
political moment of heightened anti-immigrant rhetoric and dehumanizing policies, the narrative
of immigration needs to center youth’s voices and experiences with the policies that affect them.
We begin with a discussion of multimodal storytelling and relate it to the context of
migration and youth political engagement through media production. To extend this literature in
examining documentary media, we take up the concept of scale that has been theorized in a
growing literature in the social sciences and language studies, and consider it in relation to the
Bakhtinian concept of voice to examine the semiotic resources that are used to index and connect
multiple social and spatiotemporal contexts in storytelling. We situate this discussion in our
study of a video documentary that profiles the family experience of deportation of one of the
youth in the class. Our analysis focused on how the youth and the peers in her group used
linguistic and visual resources to represent and contextualize the family’s experience and relate it
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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to policy practices at multiple scales to challenge deportation-based immigration practices and
portray its human consequences. We examine how scales are represented through the
spatiotemporal contextualization of the voices of particular characters in the video story, and
how this process involves documenting and (re)configuring the relationships among language
and semiotic practices that come from diverse spaces. This study extends theorization of scaling
in language and literacy research by attending to the “specificity of strategies of scaling”
(Canagarjah & De Costa, 2016, p. 9), particularly the potentials in documentary storytelling of
putting different spatiotemporal scales and voices in relationship to challenge injustice and
highlight the ways power operates across scales.
Background and Theoretical Perspectives
Multimodal Storytelling and the Context of Migration
Researchers who study the use of multiple modes for storytelling or composing have
argued that multimodal storytelling does not only promote useful communication skills in our
contemporary society but very importantly expands the types of semiotic tools, artifacts, and
knowledge and experiences from students’ communities that are included and represented in the
LeBlanc 2016). By turning interviews, video footage and other artifacts into a documentary
story, the youth filmmakers select particular speakers and frames in these real-life interactions to
include in the story. We argue that the selection and multimodal editing of speakers and frames
involve the filmmakers’ attention to the spatiotemporal contexts that they are representing in the
story. The linking of a speaker with their social and ideological world is aptly described through
Bakhtin’s concept of voice. Maria, Mark and their fellow student used particular speaker voices
and their social positioning to center the family experience in portraying the ideological conflicts
over migration policies and their human consequences. Our analysis extends the study of scaling
to multimodal texts, and proposes voicing as semiotic resource and narrative device for
constructing scales in documentary storytelling.
While voicing can inform our understanding of the representational strategies that people
use to make visible multiple scales and their inter-relations, the concept of scale can inform our
understanding of voice. As noted earlier, Bakhtin’s argument suggests that points of view can be
generated from practices of different scales, from the individual to the family to different social
domains and historical moments in society. The concept of scale turns our analytic lens to the
space-time contexts that produce particular points of view. We discussed the variability of space
and time in representing the family experience and point of view, as the impact of deportation
and family separation may not only be understood in its immediate consequences but also in its
persistent effects over time and across borders. An attention to space-time contexts of the
individual and family experiences of migration and displacement allows us to introduce different
vantage points for understanding people’s struggles and strength in the face of a broken
immigration system.
The consideration of how space-time contexts generate specific viewpoints involves how
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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a particular scale (e.g., family) is represented, and what scales are brought into relationship with
each other. In documentaries, a particular scale may be invoked and produced through the
interactive process of interviewing, conversation and observation in everyday settings and
activities. Further research on such real-time interactive process of scaling among participants in
the production stage of documentary and other media would further our understanding of how
particular voices or points of view are produced. More research can also explore how multiple
scales of individual and family experiences, societal conditions and governmental policies, as
well as community practices and activism, are included and related to each other in documentary
and other media, and how that may support a more complex understanding of the social forces
underlying migration.
By conceptualizing the relations between voice and scale, this work is an effort to
contribute to literacy learning and teaching that support young people in bringing their
knowledge, experiences, and narrative resources to engage with societal structures. Extending
research on multimodal storytelling, we are interested in how documentary media mobilize
constructs of scale to enable particular ways of knowing the world. In our analysis, we focus
particularly on how scales are represented through the voices of characters and their social
positioning. Such representation involves documentation and orchestration of linguistic registers
and multimodal expressions that come from diverse spaces. In this way, we think that media
production offers opportunity for students to document and mobilize their own and their
communities’ language and semiotic repertoires, and analyze and orchestrate them in relation to
other community and institutional voices to extend important conversations in society.
Documentary storytelling can support literacy learning that leverages and expands the linguistic
and communicative repertoire of students and challenge language hierarchy in society.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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In a time when xenophobia and misunderstandings about immigration are on the rise and
actively promulgated in society, we need to support learning in classrooms and other educational
settings that reflect the voices of immigrants and children of immigrants. We can harness the
power of narrative to connect people to the personal experiences of migrants and the societal
contexts of migration. It is important that this process takes place in a safe and trustworthy
environment where students are careful in choosing what they share from their experiences. In
the current political climate, it is vital that the teaching and sharing of immigration experiences
do not put students or other people at risk. We need to reflect with our students that sharing their
stories does not mean that they have to reveal their documentation status. Elsewhere, we
described how another group of students in this documentary project chose to interview and tell
the story of a relative who had recently become a legal citizen in the United States to educate
their peers about the long and difficult process of legalization (Chang & Lam, 2018). A new
initiative called Re-Imaging Migration (https://reimaginingmigration.org), based in the
University of California at Los Angeles, has created a network of educational resources and
educators’ guides for teaching and learning about migration, including through storytelling and
audio and video interviews about an individual’s migration history. The curriculum resources
support teachers in facilitating discussions on immigration and using narratives to teach the
human facets of migration. We hope our effort to understand the representational process of
documentary storytelling in this study contributes to our collective endeavor to create new
perspectives and understandings of migration in our classrooms and communities.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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Acknowledgements
We are grateful to the students and teachers who participated in this study, and to the Robert R. McCormick Foundation for their funding support. We also appreciate the detailed and compelling feedback provided by RTE editors, anonymous reviewers, as well as generous and helpful comments from Catherine Compton-Lilly, Glynda Hull, Marjorie Faulstich Orellana, Carola Suárez-Orozco, Allan Luke, and David Bloome at various stages of this project.
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Wan Shun Eva Lam is an associate professor at Northwestern University whose work explores youths’ digital and multilingual literacies in transnational cultural and political contexts. Natalia Smirnov is a researcher, writer, and learning designer living in Philadelphia. Amy A. Chang is a doctoral candidate of the Learning Sciences program at Northwestern University whose research examines how people of diverse backgrounds make sense of controversial social issues and ways to foster expansive understanding across ideological differences. Matthew Easterday is an associate professor at Northwestern University interested in educational technology for civics. Enid Rosario-Ramos is an Assistant Professor of Educational Studies at the University of Michigan's School of Education with expertise in the areas of Latinx education, critical pedagogy, and youth civic engagement. Jack Doppelt is the Hamad bin Khalifa Al Thani Professor of Journalism at Medill-Northwestern, principal investigator of the Robert R. McCormick Foundation-funded project on social justice reporting in Chicago called Social Justice News Nexus, and publisher of Immigrant Connect, an online storytelling network for immigrants, their families and communities in and around Chicago.
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Appendix TIME STAMP STILL FRAME EDITING TEXT CINEMATOGRAPHY MISE-EN-SCENE SOUND-speech SOUND-other
00:01:07:83
Fade In
00:01:08:23
[ Shot ] Medium Shot [ Angle ] Eye Level [ Lighting ] Hard [ Movement ] None
Medium shot of Maria's mother as interviewee, wearing a pink blazer, in front of a yellow wall
00:01:08:43
[ Lower Third Subtitle ] It was a very radical change.
[ Shot ] Medium Shot [ Angle ] Eye Level [ Lighting ] Hard [ Movement ] None
Medium shot of Maria's mother as interviewee, wearing a pink blazer, in front of a yellow wall
Fue un cambio muy radical. [It was a very radical change. ]
00:01:09:00
[ Upper Right Corner ] Name of Mother (___'s Wife)
00:01:12:57
Upper Right title fade out
[ Subtitle ] I had to work to get along with life..
Yo tenía que trabajar para [ I had to work to ]
00:01:13:92
Cross Dissolve
[ Subtitle ] and my daughters lives.
sacar a mis hijas adelante [ get my daughters ahead ]
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Narrative Notes: (Action) Voice quality – low voice, slightly breathy, slow and steady, as if hovering over the experience. Looking aside and down, like recalling the memories. Somber demeanor. The mother talks about how she took on the responsibilities of sole parenthood of four daughters while going through the tremendous hardship of being separated from her husband. (Attribute) Dressed up. Presenting herself formally. (Circumstance) Yellow wall in background – appeared in photos before, home setting. Music evokes emotion of sadness. Text says [name of father]’s wife. Interpretive Notes: The mother’s facial expression and tone of voice complement her speech to express her point of view. Facial expression and voice quality express emotion, adding attitudinal and evaluative meanings to speech (Baldry & Thibault, 2010). Contrast of the attributes and actions of Maria’s mother and younger sister before and after the father’s deportation – the contrast of smiles and physical closeness in the photos and the expression of loss and sadness in the interviews - provides a temporal scale to show the effect of deportation. The mother noted the degree and severity of change in the first statement, and positioned herself to her daughters. The first person subject and transitive verb construction of “Yo tenía que trabajar para sacar a mis hijas adelante (I had to work to get my daughters ahead”), together with the epistemic modalization “sabiendo” (knowing) that follows, show the mother as an agent who is shouldering this tremendous hardship and moving forward for the well-being of her daughters. Consider audience relation to the character based on camera framing – journalistic convention medium shot off center – public testimony. Interview Notes: Maria talks about how deportation changes her family financially and emotionally, and the significance of putting the family story first to show the effect of deportation. Maria says her mother decided to dress up for the interview. It’s not her usual attire for going to work. Maria says her mom dresses up when she goes out and when she goes to school to meet Maria’s teachers.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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Figure 1. Opening Sequence
1
00:00:01 00:00:11 00:00:19
00:00:28 00:00:32 00:00:37
00:00:43 00:00:49 00:00:54
1 Routard, V. (Photographer). (2014, August 18). Chicago, una città col vento in
I had to work to get along with life and my daughters lives.
Fue un cambio muy radical. Yo tenía que trabajar para sacar a mis hijas adelante sabiendo que teníamos
and two were about to graduate from 8th grade
and two that were about to do
their first communion
and me stay along in the country alone with my 4 daughters
It was a very hard change
dos de graduación de octavo grado, dos de primera comunión, y yo quedar sola en el país con cuatro hijas. Fue un cambio muy duro.
My family changed because my mom had to take three or four jobs my sisters had to try, um, harder at school. And everybody just had to try harder and try to accomplish their goals, but at the same time helping each other.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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In our family there was a very radical change.
It was very sad coming home
from work.
I always had my daughters with me while working at the boys
and girls club.
Coming home and being alone. Sitting in the kitchen, not having
him there with us, was a very sad moment.
En nuestra familia hubo un cambio muy radical. Fue una tristeza enorme al llegar a la casa cuando veníamos de trabajar. Siempre yo mis hijas las tuve conmigo durante, cuando yo trabajaba en Boys and Girls Club. Llegar a la casa, sentirnos solas, sentarnos a la mesa y no encontrarlo era una tristeza enorme.
We would always be crying instead of eating.
I would try to console my
daughters, but my daughters didn’t understand why their
father had to leave the country.
Little by little they started to understand.
Now they were young adults
that graduated They are still in school, 3 that
are working
Siempre estábamos llorando en vez de comer. Yo trataba de consolar mis hijas pero mis hijas no podían entender el por qué su papá tenía que salir del país. Poco a poco lo fueron entendiendo. Ahora son unas muchachas graduadas, todavía están estudiando y están trabajando tres de ellas.
I had to help around the house. I had to help my mom cook and clean. And help my sisters with doing their chores as well.
The family has not seen [NAME]
still, to this day.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
44
Figure 3. Interviews of Adriana Morena and Luis Martinez
Selected Stills Speech
Um, the Secure Communities program works hand in hand with the local police stations and sheriffs Um in different counties, it's an opt-in type of program and you know through routine traffic stops people have been put into deportation proceedings because they missed a stop sign or because they looked like they could have been undocumented. So the CONS is that it has separated a lot of families under the last four years, we've had over a million deportations and this is the increase of Secure Communities program. And like I said, 70% of the people that have been targeted have been non-criminals. So the, the, the population that it was intended to, uh, target is not targeted. And families are being torn apart day in and day out.
And so, when you look at our city by contrast, you instantly get how immigrant friendly we are, how welcoming we are. Part of what I WILL say is that we are constantly working on it, that it's sort of how to break through is, the mayor's office is committed to this issue, he has set this goal as a priority for the city. He has created this new Office of New Americans to focus on how to make EACH city agency more welcoming. Um, and that while we're already, I think compared to most other cities in the country, incredibly welcoming we're constantly looking for ways to improve it. And that you also have a window into the mayor's office through, through me.
Illinois was the first state in the nation to opt out as a state of Secure Communities, meaning that we chose not to participate, because of the lies There was a freedom of information request on the program and that's when we got all of the numbers and the percentage that the program wasn't working the way it was supposed to, so. Um. I think that uh, we passed, we passed the law here in the State of Illinois that's called Smart Enforcement Act, which basically looks into making sure that the police are collaborating with immigration, but that they are targeting the people that are intended to be targeted, which are criminals and not regular working families.
VOICE AND SCALE IN DOCUMENTARY ON IMMIGRATON
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Figure 4. Closing Sequence
2
3 4
2 Boss Tweed. (Photographer). (2007, May 1). Immigration Rally. Washington Square
Park. New York City. May 1, 2007 [digital image]. Retrieved from: https://www.flickr.com/photos/bosstweed/480342717/ 3 Fibonacci Blue. (Photographer). (2010, April 26). Minneapolis protest against
Arizona immigrant law SB 1070 [digital image]. Retrieved from: https://www.flickr.com/photos/fibonacciblue/4556657462/ 4 Fibonacci Blue. (Photographer). (2010, May 1). International Workers Day march in