Reframing Transition through Transmedia Storytelling: Inspirations from Indigenous Pedagogies

KWONG, CHARLIE TAK HEI ORCID: https://orcid.org/0000-0002-3226-6060 (2025) Reframing Transition through Transmedia Storytelling: Inspirations from Indigenous Pedagogies. In: Annual Learning & Teaching Conference 2026, University of Greenwich [Online].

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Abstract / Summary

This presentation introduces an arts-based educational research project that explores transmedia storytelling (TS) as an inclusive and trauma-informed pedagogical intervention for students with Special Educational Needs and Disabilities (SEND) during their transition to higher education. The research seeks to address the limitations of conventional transition practices within higher education, which predominantly adopt top-down institutional models that emphasise orientation, assessment, and policy compliance while neglecting the lived experiences of students (The Centre for Transforming Access and Student Outcomes in Higher Education 2020). Such models often marginalise the relational and narrative dimensions that are integral to fostering a sense of belonging. Inspired by Indigenous pedagogies that conceive storytelling as a non-linear, relational, and cyclical mode of learning, this study reconceptualises transition not as a linear trajectory (Iseke 2013), but as a fluid and situated process of becoming, co-constructed through narrative. The research aims to explore TS as a non-linear framework that enables students to articulate their identities across diverse media, revealing fragmented experiences into cohesive narratives of agency and belonging (Jenkins 2006). The presentation will reflect on how these guiding principles have shaped the design of participatory research across multiple sites and will discuss how Indigenous epistemologies inform a nuanced understanding of relational and collective well-being. This understanding contributes meaningfully to supporting students’ transitions within the higher education context.

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