Film Pedagogy to Encourage Reflection of Juvenile Offenders Serving their Sentence in Juvenile Correctional Facilities

Introduction. The article is aimed at characterizing reflection as a mechanism for social rehabilitation of juvenile offenders serving their sentence in correctional institutions; justifying the possibility of boosting this process by educational means; proving the expediency of using film pedagogy as a tool for the formation of self-reflection in juvenile convicts in correctional facilities. The purpose of this study is to identify the dynamics in the development of reflection of juvenile convicts under the influence of film pedagogy. Methods: theoretical analysis of the research problem, theoretical analysis of statistical data and normative documents, survey, experiment, methods of mathematical statistics, and an interpretative method. Results: after analyzing the statistical data reflecting trends in the penal enforcement policy in relation to juvenile convicts, the author forecasted the effectiveness of awareness-raising work stimulating the development of reflexivity in adolescents by means of film pedagogy. During theoretical description of a special film program, key ideas, pedagogical conditions and methodological solutions for its implementation were outlined; in further experimental study during the real pedagogical process, they were confirmed. The critical indicator of the proposed film program effectiveness was the level of reflexivity in juvenile convicts; positive dynamics in its development was determined with the help of the reflexivity diagnostic method developed by A.V. Karpov. The information obtained in the course of this study can serve as a basis for using the means of film pedagogy in solving a wide range of educational work with convicts in places of deprivation of liberty

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.

Film(making) education for all? British cultural policy and film education

Since the late 1990s various consortia have published papers and reports seeking to establish a systemic public film education in Britain. Despite the time and effort taken by colleagues in organizations such as the British Film Institute (BFI), who have been involved in the production of these papers since at least Making Movies Matter in 1999, it is observable that each policy initiative has eventually fallen away. This article seeks to explore the discourse that these reports, taken together, present and how this might impact the development of a future public film pedagogy, as well as affect students who seek to study film and television production at later stages. This research was finalized shortly before the COVID-19 pandemic, at a time when the film and television industries in Britain were demonstrating huge fiscal successes; however, the fate of the talent that will shape the future of these industries is still very much hanging in the balance.

Triangulating a discussion between film, the viewer and a wider frame of life: Reflections on a life in film education

In this article, Mirjana Borčić – one of the foremost voices within Slovenian film pedagogy – reflects upon an international life within film education on both a practical and a theoretical level. A particular focus is placed upon the central role of discussion within film education, in shaping and developing the subjective experiences young people have of watching cinema. Finally, some concrete proposals are shared as to how one might best approach a classroom-based discussion with young people, centred around the experience of watching films.