Collaborative critical making in higher education: a case study of a community-centred storytelling effort to transform harmful narratives of gun violence in Boston

Abstract

ABSTRACT This article is a case study of a college-based storytelling initiative in Boston that seeks to transform dominant narratives of gun violence that are harmful and dehumanising by centring those most impacted. It builds on practices of critical making which can be understood as the externalisation of critical thinking into the creation of a shared artefact. When done collaboratively with community partners directly impacted by the intended outcome of the artefact, critical making can foster multiperspectivalism, awareness of injustices, and motivation to bring about change. In order for collaborative critical making to be adequately supported within higher education for these ends, novel infrastructure is necessary. Through an in depth analysis of the Transforming Narratives of Gun Violence initiative, we examine the infrastructure that supports collaborative critical making across three scales: the classroom, the college, and the community. We look across three dimensions: listening, expression, and governance. The article describes challenges and opportunities of working within higher education, and concludes with suggestions for future research.