Graduate Studies, UNL

 

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

First Advisor

Guy Trainin

Second Advisor

Justin Olmanson

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Elizabeth Enkin, Theresa Catalano

Department

Educational Studies

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy (Ph.D.)

Major: Educational Studies

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

From Ghorer Golpo to Global Voices: Digital Storytelling as a Decolonial Pedagogy for English Language Learning in Bangladesh highlights how Digital Storytelling operates as a culturally sustaining and technologically supported approach within Bangladeshi undergraduate English education. Informed by my own navigation of Western and South Asian narrative traditions, the study responds to a longstanding challenge in English instruction: exam-focused, Eurocentric pedagogies often marginalize learners’ cultural identities and lived experiences. The research investigates how participants engaged with Digital Storytelling as a multimodal, technology-enhanced practice that supports language development, identity expression, and intercultural communication.

The study employed an arts-informed case study design with seven university instructors and twelve undergraduate students. Data were gathered through pre- and post-workshop questionnaires, individual and focus group conversations, Digital Storytelling artifacts, and six researcher field notes. Thematic analysis, supported by AI as an analytic companion, guided the interpretation process and strengthened analytic rigor. Digital Storytelling required participants to use a range of digital tools, including audio recording, photo and video editing, and multimodal presentation platforms, which shaped both the creative process and the learning experience. Findings show that Digital Storytelling enabled students to express cultural identity in English by drawing on local traditions, memories, and community narratives as epistemic resources. Students moved from linguistic anxiety to more confident self-expression, positioning English as a medium for voice, agency, and cultural meaning-making. The integration of digital tools enabled learners to transform personal stories into multimodal compositions, deepening engagement and fostering intercultural understanding by balancing cultural specificity and communicative clarity.

Advisors: Guy Trainin and Justin Olmanson

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