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Storying

A Path to Our Future: Artful Thinking, Learning, Teaching, and Research

Series:

Elizabeth P. Quintero and Mary Kay Rummel

This is a book about story, the human experience, teaching and learning, creativity and community. Story is so much more than decoding text and writing using academic language. It also includes literature and all forms of the arts; digital forms of story, from social media to documentation of history; and new forms of multilayered, multigenre research. Story is the backbone and the catalyst for personal connections, appropriation of knowledge, and synergy of knowledge for global citizens. Critical qualitative research is the methodology by which to document and analyze what is really going on in the complex, multidirectional interactions. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs. Literacy as a conceptual synthesis of knowledge, skills, and dispositions has been giving us glimpses of synergistic ways to approach learning and teaching.

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Chapter One: Introduction: Deep Learning and Generative Research Through Story � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �1 Elizabeth P� Quintero and Mary Kay Rummel Section One: Story and Culture � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 17 Chapter Two: Critical Approaches to Learning With Refugee Stories � � � � � � � � � � � � 19 Elizabeth P� Quintero Characters: Graduate Students From a University in the United States Asylum Seekers in the United Kingdom Refugee Council Staff and School Personnel in East London Family Advocates and School Staff in East London A Teacher Educator and Researcher Settings: Refugee Council “One Stop Shop,” Brixton, London School in Newham, East London Neighborhoods in Central and East London Conflicts: In what ways may university students study personal histories, cultures, languages, and the influence of these dynamics on their learning from people from very different histories? How do refugee families deal with challenges? How do we support children in conflicts both in school and in community? T able of Contents VI | t able of contents What are ways that school personnel may support new students while negotiating nationally imposed standards? Chapter Three: Naming Stories and Critical Literacy: A Classroom Narrative � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 35 Mary Kay Rummel Characters: Fifth-grade Multilingual Students From Southeast Asia, Africa, and Latin America Their Classroom Teacher A Teacher Educator and Researcher Settings: St� Paul, MN, Elementary School Conflicts: In what ways do students and their teachers participate in risk- taking to create meaningful personal connection opportunities for learners with multiple histories and languages? Section Two: Stories and Learning � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 45 Chapter Four: Connecting Funds of Knowledge to Curriculum: Children and Teachers Using Story � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 47...

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