Abstract
This article presents the main results of an empirical study on the use of feature films in primary and secondary schools, which was carried out as part of the European Union project Film: A Language Without Borders in 2018. The aim of the project, by Vision Kino (Germany), the British Film Institute and the Danish Film Institute, was to familiarize children and young adults with European film culture and to promote transcultural learning. The author contextualized the results of 28 individual interviews with teachers using the concepts of literary learning (Spinner, 2006) and transculturality (Welsch, 1999), arguing that films can act as a springboard to support more critical conversations in class and to build cultural repertoires. Mobilizing social and cultural practices surrounding a film screening can help to foster a collective sense of well-being and an arena for dissent. Teaching film can create a valuable sense of community in modern diverse classrooms.
Highlights
This article presents the main results of an empirical study on the use of feature films in primary and secondary schools, which was carried out as part of the European Union project Film: A Language Without Borders in 2018
Some of the aspects of literary learning discussed by Spinner may foster the ‘ability to link and undergo transition’ (Welsch, 1999: 200)
To learn with and about film is to understand the perspectives of characters, to become familiar with the discussions surrounding a given film or body of films, and to engage with the inconclusive nature of the process of constructing meaning – three aspects that would seem to be important in shaping a transcultural society
Summary
This article presents the main results of an empirical study on the use of feature films in primary and secondary schools, which was carried out as part of the European Union project Film: A Language Without Borders in 2018. In the questionnaire sent to project participants, researchers asked: (1) about experiences of the film project in general and teachers’ impressions of film as a language without borders within the teaching context; (2) if the films had promoted transcultural learning in terms of recognition of one’s own culture and those of others, change of perspective, acceptance and tolerance of the other, reflection about values and standards; and (3) about obstacles and challenges when working with the selected films.
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