Collaboration in Animation: Working Together to Empower Indigenous Youth

Abstract

How do underrepresented populations, with little exposure to global media discourse, begin not only to develop a critical stance toward dominant messages in the media, but also to assert their own voices and perspectives in unfamiliar formats? How can a school with a mission to develop leadership skills for members of indigenous populations empower students to honor and preserve valued traditions, languages, and practices while adapting to the challenges of thriving in an increasingly media-saturated society? Perhaps through media literacy programs like the one that my collaborator and I have offered for the past 3 years at the Centro Rural de Educaci?n Superior (CRES) in Estipac, Mexico. In this article, we will describe the goals, processes, and outcomes of our animation and technology workshops at CRES, and will offer insights into the teamwork that is integral to this ongoing project. For the past several years, Karin Gunn and I have been working together to present animation workshops in a variety of settings. Since 2007, we have traveled yearly to the campus of CRES-Estipac to work with high school and college level students. Over 150 students are enrolled in the high school, and approximately 98% are indigenous, representing nine different language groups from throughout Mexico, although the

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