Demonstrates enhanced cultural learning through feminist maker pedagogy in WWII education, suggesting effective engagement strategies.
To immerse and engage her learners in the particularly difficult topic of WWII Paris, a French instructor, with assistance from the university libraries and digital humanities lab, embarked upon distinct yet iterative digital projects that allowed students to connect with course material through critical making. Starting with digital mapping and moving to 360° virtual reality video projects, instructor, librarians, and students stitched together fragments of the past to further their collective experience of this historical period via immersive technology. Students’ work was founded upon feminist maker pedagogy and an ethic of care that allowed them to step into others’ perspectives and preserve a cultural memory that future students will build upon.
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Péron et al. (2022) studied this question.
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