Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching

Briggs, Rachel R.

doi:10.1080/10665684.2011.591675

Cited by 7 publications

(8 citation statements)

References 4 publications

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“…[80,85] One's own bias and filter has a significant impact on how one interprets and makes sense of a story. [86] The final theme cited how storytelling could be used to promote culture change. [85,87] The findings of this research showed that story based interventions were more effective than information based ones for changing attitudes.…”

Section: Stagementioning

confidence: 99%

The storied mind: A meta-narrative review exploring the capacity of stories to foster humanism in health care

Rose

Chakraborty

Mason-Lai

et al. 2015

JHA

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Objective: Healthcare organizations are increasingly engaging the voice of patients and families through storytelling initiatives in hopes that this will yield compassionate and humanistic outcomes. To date, very little research is available that directly guides and justifies storytelling initiatives as a mechanism for promoting humanistic culture shifts in healthcare. This review aimed to uncover diverse research and evidence on how storytelling can be utilized to promote humanistic shifts in healthcare organizations. Methods: A meta-narrative review and analysis was undertaken including qualitative, quantitative, theoretical, and conceptual papers. Searches were restricted to English Language journals, and no time frame restrictions were made. A literature assessment form was created to guide the review using a consistent taxonomy to appraise each paper. Analysis was done in two-stages: firstly, identifying emergent themes within each research discipline; secondly, comparing and contrasting themes from the different disciplines. Results: A total of 115 papers were identified for review resulting from the literature review protocol. Eighty-three papers were included in the final review: 48 papers from Healthcare/Medicine combined, 28 from Business, 14 from Education, 5 from Organizational Development and 19 from Humanities (inclusive of Psychology and Communications). There were three key findings: 1) Storytelling promotes sense-making while also perpetuating bias; 2) Stories are uniquely primed to elicit empathy and compassion; 3) Story listening and how stories are interacted with by the listener are key considerations for organizations aiming to shift culture. Conclusions: This review solidifies storytelling as a mechanism suited to furthering humanistic practices in healthcare while contributing new knowledge in support of developing policies, strategies and research initiatives that account for how stories are understood and the processes that encourage reflection and interaction by listeners.

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Section: Stagementioning

confidence: 99%

The storied mind: A meta-narrative review exploring the capacity of stories to foster humanism in health care

Rose

Chakraborty

Mason-Lai

et al. 2015

JHA

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“…Popular education is a consciousness raising approach to adult learning that facilitates group‐consciousness in community participatory action (Freire, 1981; Pyles, 2014; Pyles & Adam, 2016). Examples of popular education methods are evident in transformative education frameworks include elements of intergroup dialogue, peer‐to‐peer education, theater, storytelling, and narrative work and other experiential learning approaches that engage the arts to promote transformative learning outcomes (Bell, 2020; Pyles & Adam, 2016).…”

Section: Transformative Justice Framework and Transformative Educationmentioning

confidence: 99%

Teaching transformation: Fostering critical awareness through transformative justice organizing frameworks

Williams

Richards‐Schuster

2023

New Drctns Student Lead

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“…Students reported that their ability to understand and communicate in multiple languages and to view the world through a diverse lens instilled in them a sense of responsibility to stand up to the exclusion, prejudice, and injustices they experience. Language participation is essential in nurturing one's cultural capital and in decentralizing the narrative construction of belonging so that vulnerable voices can be amplified and can resist discourses that marginalize them from dominant societal realms (Bell, 2020).…”

Section: Language Stories Mattermentioning

confidence: 99%

The CLIC Project: Language stories matter

García,

Demperio,

Kozlowska

2023

TESOL Journal

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Emotional well-being, social justice, human connection and personal development-all have been gaining attention and space in the field of TESOL in varied educational settings. It is happening in an effort to move away from the status quo of hierarchical relations, punitive practices, and the unilateral transfer of knowledge which have been shown to be harmful, limiting, and disempowering (Lapadat & Lapadat, 2020;Pentón Herrera & McNair, 2021). This shift is of great import because it creates opportunities for human connection and harmony in contexts that were formerly based on maintaining distance and inequality. Deliberate focus on personal and interpersonal aspects of second language (L2) learning leads to the emergence of psychological and physical spaces where students can feel supported along their multifaceted journey into a newly acquired linguistic and cultural reality. As learners navigate their expanding selves (Norton, 2013;Pavlenko & Norton, 2007), they can voice their fears and anxieties or aspirations to feel a sense of comfort and peace within themselves and with those around them.Here we present a project founded on human connection. As teachers and project initiators, we recognize that our role in teaching a language and the culture associated with it is closer to that of facilitator rather than master. We acknowledge the debilitating sense of "feeling like an outsider" and encourage learners to address and reframe it with self-understanding, compassion, and care. 1 We assume the delicate task of demonstrating how learners are already a part of a new linguistic or cultural group, rather than educating them to integrate into a reality that still awaits. In this space, the learner's changing self and their positioning of that self in the various spheres of life (e.g., as students, leaders, employees, community members, care givers) are put to the forefront of language development, where teachers and learners become co-creators of knowledge and co-constructors of the L2 narrative.The CLIC (Culture, Language, Identity and Community) Project, offered as a 3-credit seminar, was construed as such a space, both physical and intellectual, where learning an L2 occurs in tandem with the learning of the L2 self. Both are driven by sharing L2 speaker stories and experiences. The fundamental premise of the project is that language is one of many elements in evolution for English learners, alongside, for example, learner identity, the sense of belonging to 1 Project participants were registered in our university English as a second language (ESL) programs. They were students with various backgrounds (international students, newcomers, and local French-Canadians).

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Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching

Cited by 7 publications

References 4 publications

The storied mind: A meta-narrative review exploring the capacity of stories to foster humanism in health care

The storied mind: A meta-narrative review exploring the capacity of stories to foster humanism in health care

Teaching transformation: Fostering critical awareness through transformative justice organizing frameworks

The CLIC Project: Language stories matter

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