Emergent motifs of social justice storytelling as pedagogy

Phillips, Louise (2012) Emergent motifs of social justice storytelling as pedagogy. Storytelling, Self, Society, 8 2: 108-125. doi:10.1080/15505340.2012.665311

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Author Phillips, Louise
Title Emergent motifs of social justice storytelling as pedagogy
Journal name Storytelling, Self, Society   Check publisher's open access policy
ISSN 1550-5340
1932-0280
Publication date 2012
Sub-type Article (original research)
DOI 10.1080/15505340.2012.665311
Volume 8
Issue 2
Start page 108
End page 125
Total pages 18
Place of publication Philadelphia, PA, United States
Publisher Routledge
Collection year 2013
Language eng
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.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Education Publications
 
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Created: Tue, 24 Jul 2012, 10:28:50 EST by Claire Backhouse on behalf of School of Education