Emergent motifs of social justice storytelling as pedagogy

Article


Phillips, Louise. 2012. "Emergent motifs of social justice storytelling as pedagogy ." Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies. 8 (2), pp. 108-125. https://doi.org/10.1080/15505340.2012.665311
Article Title

Emergent motifs of social justice storytelling as pedagogy

ERA Journal ID12194
Article CategoryArticle
Authors
AuthorPhillips, Louise
Journal TitleStorytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies
Journal Citation8 (2), pp. 108-125
Number of Pages18
Year2012
Place of PublicationPhiladelphia, PA. United States
ISSN1550-5340
1932-0280
Digital Object Identifier (DOI)https://doi.org/10.1080/15505340.2012.665311
Web Address (URL)http://www.tandfonline.com/doi/pdf/10.1080/15505340.2012.665311
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.

Keywordschildren; stories; social responsibility
ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
500321. Social and political philosophy
520599. Social and personality psychology not elsewhere classified
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Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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