Skinner, Matthew; (2024) Tools for developing pupil self-narratives and sense of identity: Exploring Digital Storytelling and an Identity Education Programme. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

In this thesis, two educational tools are explored for their role in developing pupils’ sense of identity and the corresponding self-narratives and outcomes this may yield. First, a systematic review of qualitative evidence examines the identity-related processes and outcomes of using Digital Storytelling (DS) in educational contexts. Employing thematic synthesis, a qualitative evidence synthesis of 15 studies was conducted and GRADE-CERQual was applied to asses for confidence in the review findings. The findings identified that DS in educational contexts can function as a tool of identity, creating a space for agency, collaboration and reflection for pupils to construct, reconstruct and/or enact identities. The effects of these identity-related outcomes included the construction of counter-stories to life experiences, hope for the future and an enhanced sense of belonging and confidence. In the empirical study, an Identity Education programme was developed and explored using an embedded experimental mixed methods design. For the quantitative strand of the study, a quasi-experimental matched school design was used. 46 participants (23 female, 23 male) were allocated to the programme delivery group and 27 participants (12 female, 15 male) were allocated to a wait-list comparison group. Pre and post programme delivery data based on four wellbeing and belonging questionnaires yielded no significant between group main effects. For the qualitative strand of the study, observations and semi-structured interviews with teachers and pupils were conducted. Reflexive thematic analysis identified that participants perceived the programme to create a space to uncover, recognise and voice their own, as well as their peers’ identities and stories. Participants perceived that the programme fostered an increase in areas of personal development including self-understanding and a sense of belonging. The impact of the systematic review and empirical study are discussed, including impact for the field of educational psychology. Consideration is made for disseminating the research findings.

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