Phillips, Louise (2012) Emergent motifs of social justice storytelling as pedagogy. Storytelling, Self, Society, 8 (2). pp. 108-125. ISSN 1550-5340
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.
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| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Published version made not accessible. Copyright of Storytelling, Self, Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. |
| Faculty / Department / School: | Historic - Faculty of Education |
| Date Deposited: | 29 Apr 2013 01:16 |
| Last Modified: | 01 May 2013 04:30 |
| Uncontrolled Keywords: | children; stories; social responsibility |
| Fields of Research : | 13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) 22 Philosophy and Religious Studies > 2203 Philosophy > 220319 Social Philosophy 17 Psychology and Cognitive Sciences > 1701 Psychology > 170113 Social and Community Psychology |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) |
| Identification Number or DOI: | 10.1080/15505340.2012.665311 |
| URI: | http://eprints.usq.edu.au/id/eprint/23343 |
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