How Can Stories in Primary Education Support Sustainable Development in Bangladesh?

Abstract

Stories are considered to be the most popular form of lore, which can facilitate the moral and ethical deliberation of sustainability for our children. It is evident that children respond better to stories than any other form of communication. Once the stories end, the lessons remain. The values tangled with the lesson transmit as they grow. Stories have always been instrumental and the most conventional way of teaching values by using illustrations from our lives. The major aim of this paper is to explore the values expressed in Bengali childlore through stories and tales and develop a framework by using a scaffolding and mapping approach. This framework attempts to analyse two commonly recognised stories, namely “Shukhu and Dukhu” and “Jackal, The Judge”, by scaffolding them with the generally acknowledged principles of sustainability and mapping them to investigate how stories can influence children to build a pro-sustainability attitude. This approach has been chosen, as recent research already points out the issues in implementing sustainability in education, but no one has yet found the way forward. The premise at the core of this theoretical article is that an interdisciplinary approach and different pedagogical tools could help build the bridge towards implementing sustainability in education as well as in society.

A Framework on Setting Strategies for Enhancing the Efficiency of State Power use in Thailand’s Pursuit of a Green Economy

“…Guo, Wang, Xu, Li, and Wang (2023) explored the dynamic interplay between finance and economic growth, shedding light on regional variations in this relationship. Tasnim et al (2023) recognized the power of stories in instilling sustainability values in children and shaping future mindsets. Premsagar and Kenworthy (2023) critically evaluated the feasibility of a hyperloop system in India, considering the broader implications for sustainable urban transport.…”