Digital Storytelling

Digital storytelling is defined as digital media that encompasses narratives, music, art, and photography that allow participants to communicate stories, achievements, experiences, struggles, and histories (Lundby, 2009). The research topic is significant because the findings on the experience of digital storytelling on cultural identity can lead to further research and integration of digital storytelling in education and youth programs. Although Rio de Janeiro hosts some of the biggest favela community there are gaps in research on Afro-Brazilians cultural identity that reside Rio de Janeiro (Rao, 2008). Therefore, understanding cultural identity among the Afro-Brazilian youth living in the favelas is a significant aspect. The Brazilian government noted cultural identity should be acknowledged in order to use public resources (Sansone, 2003). In addition, it contributes to the international body of literature on cultural identity on non-Western cultures as there is wealth of Western literature on cultural identity compared to non- Western populations. Through a phenomenology approach this study seeks to obtain a descriptive understanding of how digital storytelling can aid in Afro-Brazilian youth cultural identity.
Much of digital storytelling literature addresses the outcomes of using this intervention tool; however, there are gaps in the research that undercover the experience of digital storytelling. Crafter and Maunder (2012) stated cultural identity is influenced by the external social environment and has the power to shift as our understanding and knowledge of oneself develop. Storytelling can be used as a tool for social change to tackle such problems as cultural identity, inequality, and address psychological and socioeconomic conditions (Williams, Labonte and O’Brien, 2003). Media storytelling allows individuals and communities’ stories and experiences to be shared that can be delivered in all forms of mass media (Williams, Labonte and O’Brien, 2003). Using literature from Vygotsky (1978), one can clearly understand the social culture influence on the quest of cultural identity.  One can also understand the Vyogtsky and Piaget theories of child development especially cognitive and language development. The Vygotksy theory emphasizes the fundamental roles of social interaction in cognition development; thus child development cannot be separated from social context (Kuhn, 1996; Mooney, 2000). According to Erikson (1975), Erikson theory attempts to address the stages of child development especially the mental abilities and progress of the child through his/her education. Varied literatures have attempted to focus on the issues related to self-identity and child development (James, 1890; Valsiner, 1997; Pickren, Dewsbury and Wertheimer, 2012). Therefore, these studies will gather data on how digital storytelling influence adolescents aging ten to fourteen. Socio-cultural theory emphasizes the interaction between people and the culture in a particular society (Crafter & Maunder, 2012).
 Brazilian society holds rich diversity culturally and racially that encompasses Indigenous, Europeans, and African cultures (Davis, 1999). To date, the country holds the second largest population of individuals of African descent with the first being Nigeria (Gardín, 2007). African culture has virtually influenced all aspects of Brazilian culture (Cook & Johnson, 1999). This cultural and racial influence is seen in the Brazilian people, as there is wide range phenotype and modern Brazilian society shows influence from its multicultural ancestry (Bailey, 2004). In regards to African ancestry, African culture has influenced the language, dance, music, art, cuisine and other intangible aspects within Brazilian society (Cook and Johnson, 1999). For instance, Brazil has become known worldwide for Samba, a dance that arrived to Brazil by African slaves and has evolved as a staple Brazilian cultural dance (Bailey, 2004). Brazil encompasses such African cultures as Sudanese (Ewe, Yoruba, Fon, Fanti-Ashanit), Islamicized (Hausa, Nupe, Mandingo), and Bantu (Abunda, Cabinda, Benguela) ethnicities (Cook & Johnson, 1999). African cultural practices and Afro-Brazilian identities have survived, resisted, and evolved despite facing social and political repression (Cook & Johnson, 1999).
The national census of Brazil uses five ethnic/racial categories—branca (white), preta (black), parda (brown), amarela (yellow/East Asian), and indigena (indigenous) (Sansone, 2003).  In fact, how individuals define race is rather complex as Brazil has over one hundred unofficial racial categories used to define racial identities (Newman, 2011).  For one reason, defining one’s race affects ones’ economic and social privilege; thus, hair texture, skin complexion, and closeness to European phenotype are used in selecting ones identity (Newman, 2011). Although many Brazilians have African ancestry given the history of Brazil, African phenotype and culture have been stigmatized within society and large cultural inequalities are seen. Sansone (2003) argued that cultural identity research is needed as identity goes hand in hand with the politics of multiculturalism and often starting point of understanding conflict, inequalities, and disparities in poverty.
Brazilians heritage is of Indigenous, Portuguese, African, Italian, and Spanish, as well as small immigration from Germans, Armenians, Japanese, Syrian-Lebanese, and Chileans; thus defining ethnicity can be a challenge due to the complexity of ethnic diversity (Gardín, 2007). The literature denotes the idea of race citing that color is seen rather than race because of the diversity within Brazil (Guimarães, 2006). Brazilian social scholars point to the differences in how the United States and Brazil sees race, as Brazil never legalized racial segregation, applied the one-drop role (one drop of African blood made an individual black), or framed their issues as racial. In fact, research notes that when asking a Brazilian of any color what his/her race is, this question is not understood (Guimarães, 2006). When ethnicity is explored often it is between branca (white) and preta (black) groups and the use of negative stereotyping through mass media, photographs, etc. are immutable (Sansone, 2003). Sansone (2003) indicated that the modern world presents culture and ethnicity virtually equivalent and social researchers have blurred and interchangeably used culture, ethnicity, and race. Sablonnière, Pinard Saint-Pierre, Taylor, and Annahatak (2011) emphasized on the significance of understanding cultural identity as history is impacted based on a group’s past and this past can be different based on geographically location and socioeconomic status. The society need to label points to the degree of consensus of a group’s past, present, and possibly its future. Thus, understanding cultural identity through digital storytelling can allow a group to explore its past, present, and future.

Problem Statement
The problem that prompted this study is the fact that being an Afro-Brazilian carries a stigmatizing connotation; thus  individuals of African descent in Brazil represents a culture that is viewed lowest of low, oppressed, poor, unattractive, victimized, and lack of opportunity for better (De Almeida, 2003).  Although Brazil never institutionalized racism, the effects of slavery and deep-rooted racism within society have been ignored (Andrews, 1996).  The system of slavery has left a societal structure that has promoted subordinate populations (Bailey, 2004). Destructive effects of colonization have presented challenges of identity and self-hatred for Afro-Brazilians (De Almeida, 2003). De Almeida (2003) argued that individuals of African descendant in Brazil are encouraged to define themselves as anything besides being preta (black). Furthermore, Afolabi (2012) asserted that the modern Afro-Brazilian smiles and laughs off humorless, prejudices and insults while having repressed anger and a silenced voice. Afolabi (2012) pointed to several Afro-Brazilian literary works on cultural identity especially themes such as social inequalities, dehumanization, pain, protest, and finding meaning of one’s identity.
The rationale for choosing the problem is to reveal the way the African culture has a strong influence within modern Brazil due to the country having the largest amount of slaves imported and the great length of time native Africans were present within the country that lead to a blending of Portuguese, Indigenous, and African cultures (Prada, 2005). Afro-Brazilians have held to many African traditions, language, religions, and culture; nonetheless, individuals of African descent are viewed the lowest of low, poor, unattractive, and lack equal opportunity (De Almeida, 2003). Although the African culture has significantly shaped Brazil and contributed to modern Brazilian society, Brazilians often downplay the “African-ness” of Brazil (Davis, 1999). During the seventeenth-century Jesuit priest and missionary stated that Brazil has the body of America, but the soul of Africa (De Almeida, 2003). However, as time progressed, the modern Brazil emerged the African culture has been diluted and concealed (Davis, 1999). De Almeida (2003) asserted that Brazil has an African influence that is not being appreciated, recognized, and embraced. The embracement of African culture is needed to truly promote diversity, cultural identity, and well-being of all people. Without this, a group of people will continue to struggle with their cultural identity and economic inclusion.

To explicate further, Norman (2011) revealed that recognition of Afro-descendant history and identity are virtually non-existent in education and within society. Martín-Baró (1994/1996) stated that the Latin American countries burden down the untruths that denies, ignores, and disguises of realities; thus, this false reality is imposed on the people by the mass media of a reality that does not exist for the majority of the population. Sansone (2003) argued that instead of a racial democracy for individuals of African descent, democracy has become a racial hell. Afolabi (2012) stated that marred with racist ideology as Brazil claims racial democracy, which is the idea that all races live in harmonious paradise and race is not seen just the color. However, there is widespread disadvantage for openly declaring African ancestry and for individuals that are visibly black often experience life different from the claim of racial democracy (Afolabi, 2012). Lastly, this study has identified how African phenotype and culture have been stigmatized within society (De Almeida, 2003).

Purpose of the Study
The purpose of this phenomenological study is to understand how Afro-Brazilian youth’s experience of digital storytelling influences their cultural identity.  The sample survey that included male and female youth ages ten to fourteen living in Rio de Janeiro, Brazil favelas was employed. The research study seeks to understand the influence of digital storytelling on cultural identity among youth residing in Rio de Janeiro, Brazil favelas. Brazilian favelas or slums are squatter settlements, which consist of many unauthorized communities often lacking proper sanitation of water, sewage, and infrastructure (Davis, 1999).  Favelas are communities established around urban areas such as Sao Paulo, Rio de Janeiro, and Salvador de Bahia (Rao, 2008). The majority of the favela population consists of pretas (blacks) and pardas (browns), which make up the Afro-Brazilian population (Rao, 2008).

Research Questions
Research Question 1: How does digital storytelling influence the perception of cultural identity among Afro-Brazilian youth?
Sub Research Question 1: What are the common narratives shared by participants that build reconnection and pride in Afro-Brazilian identities?
Sub Research Question 2: How does digital storytelling influence participants’ ability address the stigma and stereotypes associated with the Afro-Brazilian identity?

Theoretical/Conceptual Framework
Understanding digital storytelling influence on cultural identity is the phenomenon this study seeks to explore. This study will look into common narratives that provide a reconnection and pride in Afro-Brazilian identities, and the influence of digital storytelling ability to address the stigma and stereotypes associated with the Afro-Brazilian identity. The conceptual framework underpinning for this study is socio-cultural theory and Erikson (1975) stages of development, and Vygotsky (1978) childhood to adulthood and understanding identity. Vygotsky theory attempts to reveal developmental stage; thus learning through digital storytelling can be a significant process of developing culturally organized specifically human psychology function (Harris and Butterworth, 2002).  Moreover, Erickson in his theory of psychosocial development believes believed that personality develops in a series of stages (Stiles, 2008). Parke (1994) finds narrative psychology a significant conceptual framework in the child development process. For instance, children with mental disorders such as Asperger syndrome learn or improve their skills effectively through storytelling or narrative psychology (Salkind, 2004; Hutchison, 2013).
Sociocultural theory is the foundation for understanding social identity in the intervention process; thus, understanding of one’s social identity is vital to uncovering cultural identity as it considers the broader historical context of a particular group (Pavel, 2008). Cultural identity, which encompasses the beliefs, values, and practices are the core of a group’s social identity (Pavel, 2008). Digital storytelling using music, photography, narratives, and art engages youth and provides a tool for addressing the constraints that could hinder their future (Bajaj and Kelly, 2006; Chaiklin, et-al, 1999). Pavel (2008) stated when a child’s cultural identity is not addressed in school, the child may doubt his or her ability and this will hinder the child’s ability to perform effectively in school; therefore, integration of cultural values and practices within educational systems has been associated with  increase sense of social identity, well-being, and improved academics.
    Crafter and Maunder (2012) noted the significance of addressing mediation transitions when studying cultural identity intervention process. Crafter and Maunder (2012) stated that mediation transitions is a process where self-identity is changed due to uncovering cultural identity through educational activities that simulate participation in a new experience. Thus, this study seeks to understand the mediation transition that digital storytelling has on cultural identity. As digital storytelling is classified as an educational activity that is embedded in a cultural context; therefore, digital storytelling should cause a transition for a cultural identity of a child, which will in turn affect his or her self- identity and increase ones’ well-being, self-esteem, and self-concept.
    Participants in this study will be adolescents ages ten to fourteen and Erikson (1975) placed this age group in two categories, school age in the industry vs. inferiority stage (ten-eleven years old) and adolescence in the identity vs. task confusion stages (twelve- fourteen aged). Within these stages, adolescents cope with new social and academic demands, as well as, development of sense of self (Erikson, 1975). Thus, during the stage of identity clarity from child to adult identity it is important to address the cultural identity. Munn (2011) stated Vygotsky theory on development takes into account the cultural influences that are rooted in all facets of children’s development. Varied studies show the link between play and other cognitive activities such as language abilities, learning and better social skills (Kuhn, 1996; Mooney, 2000).
    In short, using such conceptual framework underpinning for this study is sociocultural theory; Erikson stages of development, Vygotsky theory and understanding personal identity provide support for understanding the importance of cultural identity on a child’s development (Erikson (1975; Vygotsky, 1978)  Moreover, literature will be provided on the importance of digital storytelling and its relation to cultural identity. For instance, Williams, Labonte, and O’Brien (2003) asserted that storytelling within social groups and communities allow people to revel and strengthen new narratives that challenge the dominant narrative in order to reconstruct ones’ understanding of identity and culture. Conceptual framework will be provided supporting digital storytelling in order to uncover how this form of intervention can influence cultural identity.

 
Scope and Delimitations
The scope of this study seeks to understand cultural identity using tools such as digital storytelling within Afro-Brazilian youth ages ten to fourteen living within Rio de Janeiro favelas. This scope was selected as this study finds cultural identity a core issue on improving the quality of life within Afro-Brazilian youth. Although digital storytelling is not the sole intervention tool to addressing cultural identity, it is closely examined within this study in order to further advance research on digital storytelling. Qualitative research was selected, as it is the interest of the researcher in order to obtain narrative data on the influence of digital storytelling on cultural identity. Using a phenomenological examination was the chosen approach for obtaining information to capture the understanding of digital storytelling. Approaching digital storytelling influence on cultural identity through a phenomenological lens will allow this study to capture the life experience and allow participants to share a description of their experience viewing digital media on cultural identity. Furthermore, it was the interest of the researcher to explore African descendants within Brazil a country that plays a large role within the African diaspora.  Lastly, the selection of use of sociocultural and identity theories were selected as the study seeks to understand how digital storytelling can provide meditational transitions, which through knowledge construction allows adolescents to develop positive cultural identities (Crafter and Maunder, 2012).

Definition of Key Terms
Cultural Identity. Defined as an important factor to ones wellbeing, the sum of a group’s experiences, values, patterns of behavior and assumptions about life that influences behavior and interactions with others cultures. Cultural identity has been connected to positive results of physical condition and learning (Canteñs, 2009).   
Digital Storytelling. Digital storytelling is defined as narratives, music, art, and photographs that communicate stories, experiences, struggles, achievements, and histories expressed through forms of digital media (Li, 2008; Lundby, 2009).
Mediation Transition. This is a method of self-identity change that is rooted in socioeconomic and cultural perspective. It occurs within educational activities that simulate participation in a newly experienced activity (Crafter and Maunder, 2012; Beach, 1999). 

Significance of the Study
The understanding of cultural identity through digital storytelling is a significant issue in international scholarship and advancement of Afro-Brazilian and Afro-Latin research. The United Nations (2012) argued that the subject of Afro-descendants cultural identity plays a major role in the ethnic restoration course presently in Latin America. Within Latin America, individuals of African descendants face stigmatizing connotation identifying as black and due to the stigma of being identity as black, many African descendants use other racial labels besides black (Norman, 2011; De Almeida, 2003). Throughout Latin America, specifically in Colombia, Bolivia, and Nicaragua, has developed rights and advancement policies especially for African descendant and indigenous populations (Sansone, 2003).
Moreover, with the 2014 World Cup and 2016 Olympics in Brazil will take core phase in the international arena, thus, these events provide an opportunity for cities and country to improve the quality of life of the people and excellent opportunity to generate revenue and investments strengthening the Brazilian economy (Ernst and Young Terco, 2011). Although Afro-Brazilian holds the majority populations, there are vast disparities between black and white Brazilians quality of living. Digital storytelling allows disenfranchised communities a bottom-up approach to economic growth and development (Nutt & Schwartz, 2008). Digital storytelling has been able to teach communities valuable media production techniques and skills that have shown success in providing economic mobility and social visibility (Nutt and Schwartz, 2008). Sutherland (2001) stated that media-based intervention is vital in order to reduce social stigmas that Afro-Brazilians have for too long battled with. Moreover, cultural identity has been related to positive self-esteem, well-being, and self-concept clarity (Usborne and Taylor, 2010). Thus, it is vital to address cultural identity within the Afro-Brazilian population in order to improve the well-being and quality of life as Brazil is moving into a key player internationally.

Summary
The purpose of this phenomenology study is to understand the experience of digital storytelling on cultural identity of Afro-Brazilian youth that reside in the favelas in order to understand the influence digital storytelling has on cultural identity. Sutherland (2001) asserted that media-based intervention is vital in order to redress cultural identity issues and reduce social stigmas that Afro-Brazilians have for too long battled with. Recent research explores how the media can provide cultural identity and unification (Norman, 2011). This study defines digital storytelling as digital media that uses narratives, music, art, and photographs that communicate stories, experiences, struggles, achievements, and histories (Li, 2008).The significance of cultural identity is the relation it has on self-esteem, well-being, and self-concept clarity of individuals (Usborne and Taylor, 2010).
The literature will be provided in chapter two that will discuss in length sociocultural and identity theories and theorists such as Erikson (1975) stages of development, Vygotsky (1978) childhood to adulthood and understanding identity, Beach (1999) mediation transition in self-identity, and international literature on adolescent identity development. Chapter three will include the methodology for this study, which will be addressed on the data collection and analysis. Chapter four will provide results presenting findings and themes of description of participants. Chapter five will provide a discussion on the themes found within the data and uncovering the experience of digital storytelling on cultural identity.