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Chapter 5: Conclusions?The students' story, as much as it is about the production of a video and the development of a learning process, also turns out to be about a web of relationships; those that formed between learner and learner, learner and teacher, learner and documentarian, learner and subject matter, and learner and video technology. (Goodman, 2003, p. 66) In considering the meaning of space as a representation of social relations in learning and development, this dissertation has explored four major themes: (1) variations in high school video production programs, (2) the participation of the material in classroom activities, (3) the complexity of development within these contexts, and (4) the use of a novel methodology in defining social relations. These themes are held together in the effort to elaborate upon the connections between developmental and social processes, which inherently draws on contexts in diverse ways. The idea of a student-school relationship brings together the positions of individual students and the institution of school as it is manifest in particular contexts over a period of time, but its definition in any particular case can only be partial because it is constantly in motion. Therefore, this concluding chapter will revisit the themes that make particular student-school relationships meaningful for other contexts and future research. |
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