Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling

Reason, Matthew; Heinemeyer, Catherine

doi:10.1080/13569783.2016.1220247

Cited by 25 publications

(11 citation statements)

References 12 publications

(6 reference statements)

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“…The story as a format also connects facts with empathy, and thus links ethics to engagement and action competence (Franck & Osbeck, 2018). Furthermore, using stories, made concrete in narratives, as a didactical tool enables the learners to use and develop their own practical reasoning to assess whether the narrative makes sense, and whether something relevant is missing (Reason & Heinemeyer, 2016). The development of a story also works the other way around.…”

Section: Storyknowing For Sustainability Transformationmentioning

confidence: 99%

“…Sustainable Development (2021): 1-15 The third step is to turn the elaborated maps into a story, following one or more lines of cause and effect, which puts flesh and bone on the facts. As argued in the literature on storytelling (e.g., Franck & Osbeck, 2018;Reason & Heinemeyer, 2016;Russell, 2020), this enables the use of practical thinking to critically reflect upon the unfolding narrative and thus challenge previous understanding. The story as a format also connects facts with empathy, and thus links ethics to engagement and action competence (Franck & Osbeck, 2018).…”

Section: Storyknowing For Sustainability Transformationmentioning

confidence: 99%

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Sustainability Stories to Encounter Competences for Sustainability

Uhrqvist

Carlsson²,

Kall

et al. 2021

Journal of Education for Sustainable Development

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We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.

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Section: Storyknowing For Sustainability Transformationmentioning

confidence: 99%

Section: Storyknowing For Sustainability Transformationmentioning

confidence: 99%

Sustainability Stories to Encounter Competences for Sustainability

Uhrqvist

Carlsson²,

Kall

et al. 2021

Journal of Education for Sustainable Development

View full text Add to dashboard Cite

show abstract

“…Furthermore, the test is used to determine the success of learning at the end of each cycle by assessing speaking skills. Evaluation of speaking skills covers several aspects, namely: pressure, grammar, vocabulary, fluency, and understanding (Nurgiyantoro, 2016).…”

Section: Data Collection and Analysis Techniquesmentioning

confidence: 99%

Application of Storytelling Techniques in Improving Speaking Skills in Elementary School Students

Hakim

2018

IJLECR

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Learning to speak is one of the obstacles experienced by students of class III MIS Darul Ulum Muhammadiyah Bulukumba. These obstacles appear from a lack of vocabulary, fluency, and understanding. Therefore, this study aims to improve students' speaking skills through the application of storytelling techniques. The research conducted is action research which includes the stages of planning, action, observation, and reflection. Data collection is done through observation, interviews, and speaking tests, while the data analysis is done descriptively qualitatively and quantitatively. The results of this study indicate that during the application of storytelling techniques there is an increase in speaking skills that appear from the assessment indicators, which include: pressure, grammar, vocabulary, fluency, and understanding. The results of the acquisition in the first cycle of 65.33 and an increase in cycle 2 of 73.78. Increased learning outcomes from cycle 1 to cycle 2 indicate that storytelling can have a positive impact on learning to speak.

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“…The distinction between the kind of knowledge that is developed through narrative (termed 'storyknowing' in Reason and Heinemeyer 2016) and the kind of knowledge which rests on abstraction has been persuasively explored by a body of theorists. Jerome Bruner (2006: 116) distinguishes 'two irreducible modes of cognitive functioning': propositional, paradigmatic or logico-scientific knowledge, which 'seeks explications that are context free and universal':…”

Section: Literature Review: the Theorists' Anatomy Of Storyknowingmentioning

confidence: 99%

Is narrative an endangered species in schools’? Secondary pupils’ understanding of ‘storyknowing’

Heinemeyer

Durham

2017

Research in Education

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This paper argues that narrative knowledge (or 'storyknowing') is marginalized within the English school system, because it is misunderstood and often not recognized as knowledge. We track the changing status of storytelling through some key moments in recent educational history, particularly focusing on its gradual erosion during the progressive era, the onset of the National Curriculum (despite the impact of the National Oracy Project), and the post-2000 period with its conflicting drives towards compliance and creativity.To understand the consequences of this marginalization, we build up a picture of the value of nature of narrative knowledge, drawing firstly on the body of theorists who have investigated narrative. We then look to our long-term practice research with three groups of 'low-ability' 11-14-year-old pupils, in particular their own observations on storytelling made during a focus group. Both sources lead us to challenge the currently dominant perception that pupils listening to a whole narrative are in a passive role. Indeed, we provide evidence that reasserting the value of storyknowing may restore aspects of agency, autonomy and knowledge creation to both teachers and pupils which may not be afforded by overtly 'active' learning strategies. We conclude by considering the conditions in which storyknowing, as characterized by the pupils and theorists, might flourish within schools.

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Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling

Cited by 25 publications

References 12 publications

Sustainability Stories to Encounter Competences for Sustainability

Sustainability Stories to Encounter Competences for Sustainability

Application of Storytelling Techniques in Improving Speaking Skills in Elementary School Students

Is narrative an endangered species in schools’? Secondary pupils’ understanding of ‘storyknowing’

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