n Perspectives in Education - Critical perspectives on digital spaces in educational research - : editorial

Volume 33, Issue 4
  • ISSN : 0258-2236


Globally, the digital is encroaching, reformulating, and recreating spaces in contemporary society (Kalantzis-Cope & Gherab-Martin, 2010). This is so in South Africa with the various applications of the digital having their roots in different places and spaces. Historically, we can look back to the development of portable video technology in the late 1960s in Canada. Organised through the National FilmBoard of Canada, a group of filmmakers initiated a new approach to documentary film production, engaging communities themselves in the process of film making (Rusted, 2010). The Fogo method, as it came to be called (named after Fogo Island, Newfoundland, where it was first used), was part of the Challenge for Change/ Société nouvelle program. It brought together government, filmmakers, activists, and communities to address poverty through documentary film production and distribution (Baker, Waugh & Winton, 2010). It is worth noting that the Fogo method of participatory video was transported to South Africa in the late 1970s (Cain, 2009). This work became a significant part of anti-apartheid activism, especially in the Eastern and Western Cape (pers. comm. Lou Haysom). As Cain (2003) writes in herdoctoral study of participatory video that focuses on housing, water, and sanitation in communities in Eastern Cape.

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