{"title":"Canons and Contestation，Fairy Tales and Trickster Tales：作为智力工作的教育故事讲述","authors":"Shannon K. McManimon","doi":"10.13110/STORSELFSOCI.14.2.0212","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":39019,"journal":{"name":"Storytelling, Self, Society","volume":"14 1","pages":"212 - 232"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Canons and Contestation, Fairy Tales and Trickster Tales: Educational Storytelling as Intellectual Work\",\"authors\":\"Shannon K. McManimon\",\"doi\":\"10.13110/STORSELFSOCI.14.2.0212\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":39019,\"journal\":{\"name\":\"Storytelling, Self, Society\",\"volume\":\"14 1\",\"pages\":\"212 - 232\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Storytelling, Self, Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.13110/STORSELFSOCI.14.2.0212\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Storytelling, Self, Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.13110/STORSELFSOCI.14.2.0212","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
Canons and Contestation, Fairy Tales and Trickster Tales: Educational Storytelling as Intellectual Work
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.
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