Abstract
ABSTRACT In this video essay, video analysis is shown to empower students in the same way that Paulo Freire claimed critical literacy does in Pedagogy of the Oppressed. Online Video essays have already become powerful learning tools in the classroom, but they are even more valuable as tools for assessment. Exemplars of student work, collected since 2016 from a range of high school subjects and year levels, demonstrate how the non-linear, collaborative and creative process of video essays has led to increased engagement and academic rigour. More importantly, for students marginalised by the logocentric nature of the traditional English curriculum, video essays have quite literally given them a voice in the classroom. Finally, the dynamic relationship between students and teachers predicted by Freire’s pedagogy is shown to emerge from video essay production.
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