Respecting, Embracing, and Honoring Cultural Practices through Collective Storytelling

Abstract

This article discusses a final writing assignment for “Culturally Responsive Service Learning,” a course taught during a four-week experiential education program in rural Fiji. This elective course was situated in an undergraduate teacher preparation program but included students from a wide variety of disciplines and majors. This article discusses the theoretical and cultural framework for the assignment, the pedagogical decisions that led to the final paper, the process of sharing the assignment with the community through a public event, the limitations of using a storytelling framework from another culture, and suggestions for future adaptations. In alignment with the topic, the author uses two different voices to interweave personal storytelling with academic research. The article opens and closes with vignettes that demonstrate how the class arrived at new levels of critical consciousness through engagement with the readings and learning from Indigenous community partners. The body of this article is written in a traditional academic format. Storied vignettes are italicized for clarity.

Narrative Crafting in Tourism Destinations: An Autoethnographic Exploration of Storytelling Techniques for Tour Guides

“…Another method of storytelling about places is to use symbolism or themes when describing a location by highlighting aspects that define it -such as an area known for producing particular food items or being home to specific cultural practices (e.g., the birthplace of traditional puppetry). The essence of this method lies in focusing on specific elements that define the place, painting a vivid picture that resonates with the audience and encapsulates the unique spirit of the location (Yomantas, 2021). For instance, consider an area known for producing a specific food item, say, a rural province famed for its truffles.…”