There is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers’ learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:MWU.1993/8855 |
| Date | 14 September 2012 |
| Creators | Krahn, Sandra Lynn |
| Contributors | Wiens, John (Educational Administration, Foundations and Psychology) Senehi, Jessica (Peace and Conflict Studies), Sawatsky, Jarem (Canadian Mennonite University) Hewlett, Kim (Engineering) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
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