Abstract
This conceptual article uses storytelling for the intellectual work of contesting (and rewriting) unjust canonical stories about education, transforming both the self and oppressive social structures. It builds from original fictional stories: a fairy tale and a trickster tale. These stories apply academic concepts (e.g., genre); question underlying assumptions; link personal stories to larger systemic narratives; and retell stories so as to transform the educational narratives we live. Potentially, transformative storytelling asks teachers and students to take risks, to involve emotion, imagination, and creativity, and to work communally to rewrite oppressive narratives. Lastly, the article outlines pedagogical storytelling activities (story-sharing, word or story games, and stories from multiple perspectives) that offer opportunities to retell or think with narrative.
Recommended Citation
McManimon, Shannon K.
(2019)
"Canons and Contestation, Fairy Tales and Trickster Tales: Educational Storytelling as Intellectual Work,"
Storytelling, Self, Society: Vol. 14:
Iss.
2, Article 3.
Available at:
https://digitalcommons.wayne.edu/storytelling/vol14/iss2/3