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 prom ote 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.
Recommended Citation
Phillips, Louise
(2012)
"Emergent Motifs of Social Justice Storytelling as Pedagogy,"
Storytelling, Self, Society: Vol. 8:
Iss.
2, Article 3.
Available at:
https://digitalcommons.wayne.edu/storytelling/vol8/iss2/3