Journal article
Emergent Motifs of Social Justice Storytelling as Pedagogy
Storytelling, Self, Society, Vol.8(2), pp.108-125
07/05/2012
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Abstract
Recently, young children have begun to be recognized as active citizens of their world. Stories have a great capacity to explain and explore the world through sensuous and poetic knowing. Based on these understandings, the author investigated how her practice as a storyteller with a class of five–six-year-old children might provoke and promote the children's active citizenship. This article explains teaching and learning through a practice of social justice storytelling that highlights significant motifs and some folktales that reflect these motifs. It provides a living theory of social justice storytelling as pedagogy that can serve as a model for others to enhance their living practices and theorizing of practice.
Erratum: In volume 8, issue 2 of Storytelling, Self, Society, the incorrect affiliation and corresponding address appeared in “Emergent Motifs of Social Justice Storytelling as Pedagogy” by Louise Phillips, pages 108–125. The correct affiliation and corresponding address are shown below.
School of Education, Faculty of Social & Behavioural Sciences, University of Queensland, Brisbane Qld 4072, AUSTRALIA. E-mail: louise.phillips@uq.edu.au
Details
- Title
- Emergent Motifs of Social Justice Storytelling as Pedagogy
- Creators
- Louise Phillips (Author) - University of Queensland
- Publication Details
- Storytelling, Self, Society, Vol.8(2), pp.108-125
- Publisher
- Taylor & Francis Group
- Identifiers
- 991012931499802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article