Cultural Storytelling (2001)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

A

Adelman, C., & Others, A. ([1994). "African Connection.", 7pp. A publication of Project SEED. This interdisciplinary unit provides students in grades kindergarten through seventh grade an opportunity to understand diversity through a study of Africa as a diverse continent. The project is designed to provide all elementary students with cultural enrichment by exposing them to African music, art, storytelling, and movement. This project can be adapted to other cultures as a yearly project. The goal of the African Connection project is to cultivate an appreciation and awareness of the African culture. Student outcomes include: (1) developing an awareness of Africa as a complex continent; (2) demonstrating acceptance of diversity; (4) understanding the historic importance of Africa; (5) creating art and musical instruments; and (6) performing traditional dance. (EH) ED393769

Allison, L. (1995). Autobiography in Multicultural Classrooms: Bridging Expressivism and Social Constructionism. Paper presented at the Subscription address: Carol Ann Britt, Exec. Secretary, English Dept., San Antonio College, 1300 San Pedro, San Antonio, TX 78212. Presents a teaching strategy that bridges expressivism and social constructionism. Discusses finding the sociopolitical and the cultural in the personal and describes seven steps centered on storytelling and autobiographical writing by which students connect their cultural backgrounds, their own individual ideas and values, and those of mainstream society. (SR) EJ508192

Altamura, M. T. (18 Jun 1993). A Multicultural Awareness Program To Improve Language and Thinking Skills to a Group of Language Deficient Preschool Students., 118pp. Master of Science Practicum Report, Nova University. This practicum project exposed seven preschool students with language deficiencies to multicultural experiences and strategies, resulting in improvements in both language and thinking skills. The children were included in a regular preschool program serving low-income families. The program was based on a multicultural awareness curriculum which utilized such teaching strategies as role playing, parental involvement, storytelling, puppet play, cooking, show and tell, and arts and crafts. Language enhancement activities included group size variations, field trips, microphone and tape recorder use, interactive communications, story drawing, picture and story captioning, multicultural literature, and use of big books as part of whole language activities. Vocabulary was introduced through concrete objects, stories, books, games, songs, and activities. This practicum report presents numerous ideas for multicultural learning activities, using the culture of a different geographic area as the theme of each week's activities; areas include Ireland, Africa, Haiti, Jamaica, Dominican Republic, Colombia, Vietnam, Pakistan, Italy, and the United States. A bibliography of 37 items and a discography of 13 items are included. Appendices provide a home language survey, teacher observation checklist, multicultural questionnaire, parent letter, and language and critical thinking skills pre/post- tests. (Contains 14 references.) (JDD) ED378735

Anokye, A. D. (1994). Oral Connections to Literacy: The Narrative. Paper presented at the Journal of Basic Writing, 13, 2, 46-60 Fall. Describes a pedagogy based on narrative and storytelling that encourages students to appreciate cultural and racial diversity as it helps them become active participants in the broader conversation of a literate community. (SR) EJ497389

Attla, C., Jones, E., & Thompson, C. (1990). K'etetaalkkaanee: The One Who Paddled among the People and Animals. The Story of an Ancient Traveler Told by, 342pp. "Stories told by Catherine Attla. Transcribed and translated by Eliza Jones. Analytical companion volume by Chad Thompson.". The classic Koyukon tale "K'etetaalkkaanee" recounts the epic journey of a traveler, strong in spirit power, who traverses the North. As he follows the destined path, he effects the transformation of animals, establishes customs, defines features of the physical world, and illustrates practical wisdom. The tale is recounted in Koyukon, an Athabaskan language of Alaska, by storyteller Catherine Attla, and presented with paragraph-by-paragraph translation in English. A foreword and an introduction provide background information on the tale, its cultural context, the storyteller, and characteristics of the storytelling. Drawings illustrate the text. A companion volume by Chad Thompson contains an analysis of the tale. Introductory sections provide information about the Koyukon people, the storytelling tradition, translation of the title, the use of language in the stories, and culturally-based responses to Athabaskan stories. A detailed analysis follows of: the tale's episodes; the overall story, the asides made during its telling, and other Koyukon versions of the tale; characters, situations, and the role of time and place in Koyukon stories; and characteristics of other northern traveler stories. (Contains 108 references). (MSE) ED395493

Barndt, D., MacEachren, Z., & Rigby, H. (1999). Reflections from the Neck Down: Embodied Learning in the Classroom. Paper presented at the Special issue explores programs and approach of the Faculty of Environmental Studies, York University (Ontario). The mind/body split internalized in Western culture does not acknowledge the body's role in learning. Three environmental education teachers' techniques for engaging all the senses to enhance other ways of knowing include: a comfortable classroom environment, experiencing the natural environment, playfulness, imagination, storytelling, crafting with natural materials, breathing and voice exercises, and relating to water. (TD) EJ588495

B

Baltuck, N. (1995). Apples from heaven: multicultural folktales about stories and storytellers. North Haven, Conn.: Linnet Books. A collection of international folktales about storytelling and the role of stories in transmitting information, history, and values. Gr69.b35 1995

Bates, M. J. (1996). The wars we took to Vietnam: cultural conflict and storytelling. Berkeley: University of California Press. Ps228.v5 b38 1996

Bonissone, P., Rougle, E., & Langer, J. (1998 Length: 29 Page(s); 1 Microfiche). Literacy through Literature in Culturally and Linguistically Diverse Classrooms. A study focused on ways in which literature might be used to support the literacy learning of English language learners in classrooms of diversity where a number of cultures and mother tongues were represented. The framework guiding the study (as in earlier work) is based on a sociocognitive view on literacy where literacy learning is socially based and cognition grows out of those socially based experiences. One researcher worked with a preschool teacher and another with an adult education teacher. The "field" researchers "lived" in the classroom continually planning and debriefing and revising each day's plans with the teachers. Data were gathered by performing ongoing analyses and making constant comparisons of classes in action. Data were first examined for emerging patterns. In the day care center, stories and the verbal interactions around them became the focus. Storytelling, performing, and sharing stories in a story circle appeared as a daily routine, and a literature- and literacy-rich environment was created. In the adult English as a Second Language class, 20 students took part in the project to tap their cultural and linguistic resources. The students decided to write a book of stories, with multiple drafts and drawings. From a prototypical student it was learned that a broad-based writing activity can tap students' rich cultural and experiential knowledge while engaging them in a meaningful, rich literacy environment and that interweaving oral and written texts assisted students in literacy activity. (Contains 15 references.) (NKA) ED427337

C

Cabral, L., & Manduca, M. (1997). Len Cabral's Storytelling Book., 252p. This book provides the basic knowledge to be able to tell stories. The stories presented target children in preschool through sixth grade. Following an introduction which considers the value of storytelling in culture and in education, the first chapter explains how to use the book and introduces the "telling guide," which appears throughout most of the book in the right-hand column beside the stories. The first chapter telling guide also provides directions for facial expressions, voice emphasis, body movements and gestures, and audience participation. This chapter also discusses the purpose and format of the teaching guides which appear throughout the book at the end of each chapter and which can be related to various curriculum areas. The second chapter, for the beginning storyteller, includes three simple stories and provides specific directions to begin telling a storywhat to memorize and thoughts on where and how to tell. The third chapter offers three longer stories and allows for more audience participation. The fourth chapter, for the advanced storyteller, offers guidance in the use of movement, drama, songs, silence, and humor. The fifth chapter contains nine stories with various degrees of participation, each accompanied by a telling and teaching guide. The sixth chapter presents five additional stories, without guides. The seventh chapter includes exercises and activities. The eighth chapter contains 19 questions frequently asked by educators and caregivers. Contains a bibliography of folktales, stories, and professional storytelling books and periodicals. (NKA) ED407682

Carr, G. (1996). Geri Keams: "Coyote and Spider Woman and Other Creation Stories." Cue Sheet., Additional funding provided by The Kennedy Center Corporate Fund and The Morris and Gwendolyn Cafritz Foundation. Page Length: 10. This performance guide is designed for teachers to use with students before and after a storytelling performance of "Coyote and Spider Woman and Other Creation Stories," by Geri Keams, a Navajo storyteller. The guide, called a "Cuesheet," contains seven activity sheets for use in class, addressing: (1) The Storyteller Tells Her Story (where the storyteller describes the importance of storytelling as she was growing up and discusses her work); (2) Telling Stories (discussing why tell stories, what makes good storytellingincluding words, voice, facial expressions, and body movements, and listeners who are partnersand what makes a story worth telling); (3) The Stories (providing some information about two stories and offering a Venn diagram for story discussion); (4) Picturing a Story (with an illustration activity for students based on the performance they attended); and (5) What Did You Learn? (an activity sheet to show what students learned about Native Americans from listening to these stories). Resources for further exploration are listed. (SR) ED442166

Carr, G. P. L. (1998). "Growing Up Cuban in Decatur, Georgia": Carmen Agra Deedy. Cue Sheet for Students. This performance guide is designed for teachers to use with students before and after attending a storytelling performance of "Growing Up Cuban in Decatur, Georgia" by Carmen Agra Deedy. The guide, called a "Cuesheet," contains seven reproducible sheets for use in class, addressing: (1) A True Story (brief historical background on Cuba and questions in immigration and moving); (2) From Cuba to Georgia (a map of the southeastern U.S. and Cuba, with brief information on Carmen's family's exile); (3) The Storyteller (the author tells us about herself); (4) Storytelling (with questions for discussion regarding what makes a good storyteller and what makes a story worth telling); (5) Picture This (telling stories with images) and Resources (for more information about the storyteller, about Cuba, or about telling family stories); (6) Listen for These Lines (lines to think about before and after the performance; and (7) Tell Your Own Story (an activity to help students outline a story of their own to tell, and to evaluate it). (SR) ED442156

Celebrating the Smithsonian's Birthday. 150 Years.(1996). Paper presented at the 18pp. Photographs may not reproduce well. Resources section printed on gold paper. The objects collected and displayed by museums may be connected with famous people, made by exceptional artists, natural specimens, or simple ordinary things that show what everyday life was like for most people. All these objects offer unique ways to learn about life in the United States and the world. In 1996 the Smithsonian Institution (Washington, D.C.), the world's largest museum complex and research center, celebrated its 150th birthday. This teaching unit encourages students to develop observational and reasoning skills by taking a close look at objects, such as those found in the Smithsonian. By thinking about what they themselves collect, students may understand the unique storytelling power of objects. A Take-Home Student Page, presented in English and Spanish, reproducible activity pages, and a list of resources are included. (MM) ED406261

Cha, D., & Livo, N. J. (2000). Teaching with Folk Stories of the Hmong: An Activity Book. Learning through Folklore Series., Photographs and art by Norma J. Livo. Page Length: 109. This book is designed as a guide for teaching students about Hmong culture while building appreciation of worldwide cultural diversity. After providing an overview of the distinct history and customs of the Hmong, co-author Dia Cha shares her experiences growing up in Laotian villages, escaping from communist soldiers, living in refugee camps in Thailand, and coming to the United States. The following chapters contain activities, project ideas, and questions that fortify discussions of various threads of Hmong life: Farming and Food; Stories and Storytelling; Writing and Illustrating Stories; Hmong Folk Arts; and Customs and Symbols. By exploring traditions such as string tying ceremonies, the use of various musical instruments, and the meaning and artistry of "pa ndau" story cloths (squares of elaborate hand stitching), students can enjoy a broad perspective on this unique culture. More than 50 photos and illustrations detail the intricacies of various Hmong folk arts, day-to-day life, and special occasions. These stories, anecdotes, and activities based on Hmong traditions can help educators extend learning in subjects from social studies to fine arts and language arts. Includes a bibliography of audio and video productions, and an index. (AEF) ED441519

Champion, T. B., Katz, L., Muldrow, R., & Dail, R. (1999). Storytelling and Storymaking in an Urban Preschool Classroom: Building Bridges from Home to School Culture. Paper presented at the Special Issue: Partnerships in Language and Literacy Learning. Both content and event analyses were applied to cultural and social knowledge underlying narrative production in three African-American preschoolers. Results suggest that the use of alternative approaches broadens understanding of the repertoire of narrative structures among African Americans. Suggestions are offered for building collaborative bridges from home to school culture. (Author/CR) EJ587695

Chiang, L. H. (Oct 1993). Beyond the Language: Native Americans' Nonverbal Communication., 12pp. Paper presented at the Annual Meeting of the Midwest Association of Teachers of Educational Psychology (23rd, Anderson, IN, October 1-2, 1993). Facing an increasingly heterogeneous society, teachers need to be communicators. Most of human communication is nonverbal, but nonverbal behaviors are largely culture-bound. Teachers' sensitivity and understanding of students' nonverbal behaviors and their competence in sending correct nonverbal messages can make a difference in classroom interactions. Native Americans' communication style is influenced by values that emphasize humility, respect for elders, learning through storytelling, intuitiveness, and concern for group harmony. Six Cherokee, Navajo, and Hopi educators in the public schools or university were interviewed about Native American nonverbal behaviors. In their own behaviors and their comments, interviewees indicated the appropriateness of the following behaviors: soft talk; gentle handshake; minimal eye contact, especially with elders; little facial display of emotion; most facial movement around the eyes; varying expectations as to personal distance; and intuitive time-related behaviors. Offers suggestions for increasing awareness of cultural differences among teachers and students. (SV) ED368540

Ching, J. P. (1993). Using Art as a Means of Language Development and of Finding One's Voice: One Case Study of an ESL Learner., 33pp. Cut-out art samples may not copy adequately. A first grader of Vietnamese descent (recently arrived in Hawaii from China) participated in the class activities in a 6-week summer course that focused on language arts and mathematics but only found his "voice" and the acceptance of his peers through art activities. The course included many language arts activities such as silent reading, read alouds, cooking, singing, and invitations that encouraged students to read, write and interact with each other. The child's exposure to literature both in and outside of the classroom had given him a variety of resources to acquire language. Four weeks into the session, he had learned the intricacies of language and their importance in communicating with others, but he was frustrated at various times when he was unable to understand or communicate meaning to his classmates. The student used cut-out art as his sign system for expressing his creative storytelling. He gained the confidence to stand in front of the class sharing a part of himself. Although the student's reading and writing improved in a print rich environment, he was not completely accepted by his classmates until he was able to capitalize on his creative strengths, expressing himself through art. (Five appendixes presents examples of the student's cut-out art stories.) (RS) ED373351

Chown, J. (Jan 1997). Representing the Ghetto Playground: From "Be Like Mike" to "Hoop Dreams.", 8pp. In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353. This paper traces representational strategies employed by "Hoop Dreams," the documentary for which two black teenagers and their families consented to have three white film makers follow them around in their day-to-day life for five years. Storytelling techniques, choice of narrator, and on- vs. off-screen action all reflect film maker bias and filter reality. Of particular interest is the way the film employs juxtapositional editing strategies to make sociological observations about racial relations in current American society. As "Hoop Dreams" is placed against the broader cultural context of popular culture representations of class and race, and how mass audiences receive such works, the other topics of discussion which emerge include: (1) the current high visibility of black role models both positive and negative; (2) the images in "Hoop Dreams" contrasting sharply with the black affluence depicted in other television programming; (3) the ghetto playground as a fantasy melting pot experience for white America; and (4) the limitations of film and the documentary genre in depicting the whole person, his family relationships, and his sociological reality. Still, the paper concludes that the success of "Hoop Dreams" is a testament to good film making, as well as to the fact that American culture is desperate for messages that will bring races together rather then pushing them apart. (AEF/BEW) ED408960

Clark, S. T. (1998). Storytelling Molas. Paper presented at the Arts and Activities, 122, 5, 38,49 Jan. Recounts the creation by fifth- and sixth-grade students of their own personal "molas," based on the fabric art form of the Cuna Indians of the San Blas Islands off the coast of Panama. Tells how students created their designs based around a central image surrounded by geometric patterns and colors. (DSK) EJ572666

Collins, F. (1999). The Use of Traditional Storytelling in Education to the Learning of Literacy Skills. Paper presented at the Early Child Development and Care, 152, 77-108 May. Examines the contribution of storytelling to the education of young children, and reviews theoretical frameworks used to contextualize storytelling in formal education. Presents five major types of contributions of storytelling: to other language and expressive arts, to the inner world of affect, to autobiography, to narrative, and to certain aspects of culture. (LBT) EJ591811

Cooper, C. S. (Nov 1994). Storytelling in the Basic Course for the Promotion of Cultural Diversity., 45pp. Paper presented at the Annual Meeting of the Speech Communication Association (80th, New Orleans, LA, November 19-22, 1994). Some pages in the appendices may be illegible. Cultural diversity needs to be addressed in the higher education classrooms for the development of practical business and education skills. Co-emergent multicultural awareness on the University of Oklahoma campus provides a necessary justification for curriculum adaptations and the implementation of a communication campaign of multicultural information. Storytelling brings a higher level of understanding and transcendence while it promotes a rightness and belonging critical to psychological well-being. It remembers cultural archetypes and forgets stereotypes. One avenue for promoting cultural diversity awareness is for college instructors to incorporate storytelling into the basic required communication course. The overall goal of the program is to have every graduate of an Oklahoma school of higher education exposed to cultures other than their own. The six-month time frame incorporates one semester of exposure, modeling, and content evaluation. Class sessions become an activity requiring both storyteller and audience interaction. Summative evaluation of the project should be professional and occur at the onset and close of the semester. (Contains 44 references and a table of data. Interview questions, a projected budget for the campaign, a participant observation poster, promotional materials, clippings from the university newspaper, and two syllabi are attached.) (RS) ED380825

Coplan, D. B. (1 December 2000). Unconquered territory: narrating the Caledon Valley. Journal of African Cultural Studies, 13(2), 185-206(122). This article views the renewed attacks on white-owned commercial farms in the South African Free State as a recrudescence of a broader ethnographic history of conflict over territory, boundaries, and borders among a complex interfacing of ethnic and political groupings; principally the Basotho, Afrikaner settlers, and colonial British. The argument discusses disjunct or opposing conceptions held by blacks and whites of rights to occupy, dispose of, and exercise authority over territory along the Caledon River border. The conflicts - internecine, inter-communal, military and diplomatic - that resulted reveal underlying narrations of land and life along the Caledon border that are as disjunct as the political cultures and racial preconceptions and instrumentalities that gave rise to them. The paper excavates patterns of cross-racial and cross-border cooperation as well as conflict, and argues that establishing a dialogue amongst these monologic cultural narrations, creating a sense of shared storytelling and hence experience across racial as well as political boundaries and borders, might suggest a way forward for a region still troubled by a cross-racial violence with roots deep in both popular history and cultural memory. Analytically, the paper draws comparatively on interdisciplinary cultural studies of the United States-Mexico border, and in focusing on the role of popular narration makes a further contribution to 'border studies' as a field that crosses disciplinary boundaries as well.

Creative Partnerships for Prevention. Using the Arts and Humanities to Build Resiliency in Youth. A Drug and Violence Prevention Resource for Schools, Cultural Organizations, and Others Working with Youth.(1998)., 73p. Providing information on the important role that the arts and humanities can play in prevention efforts, this document offers several activities that draw upon the arts and humanities to increase young people's resiliency. Resiliency refers to children's ability to successfully adapt and develop in healthy ways, despite exposure to risk and adversity. Building resiliency is not something that adults do to or for youth. Rather, it is the process of providing a caring environment, creating opportunities for young people to contribute to their communities, offering positive alternatives for free time, and helping young people make a successful and healthy transition into adulthood. The arts and humanities activities provided in this guide are designed to provide readers with ideas for creating their own innovative learning and skill-building activities that strengthen students' protective factors and help reduce the likelihood that they will become involved with drugs or alcohol. These activities are for teachers, youth-workers, parents, artists and others who interact with young people both in school and during the non-school hours over an extended period of time. Specifically, the activities incorporate creative activities (murals, journal writing, film and video projects, storytelling, dramatic presentations, dances, and recitals) with other efforts involving school community programs. The book includes guidelines for developing creative school community partnerships, as well as general information on the positive effects of creative activities on child and adolescent development. (MJP) ED421449 Available from: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.

Cruikshank, J. (1997). Negotiating with Narrative: Establishing Cultural Identity at the Yukon International Storytelling Festival. American anthropologist, 99(1), 56.

Cultural Expressions. A Cultural Arts Education Program Featuring Assembly Programs, Close-Up Workshops and Special Engagements with Culturally-Based Artists.(1996)., 24pp. Additional support provided by a number of cultural and social organizations. The Crossover Project of the Aurora and Denver (Colorado) areas is a networking and resource nonprofit organization that delivers multicultural programs to attempt to create social transformation through the arts. The Project sets up an environment to support personal, group, neighborhood, community and social change through its educational, cultural, and neighborhood-organizing programs. This directory lists workshops and assembly programs offered through the Crossover Project to supplement or enhance a curriculum or occasion. The programs are grouped into the following categories: (1) dance; (2) music; (3) poetry; (4) storytelling; and (5) theater. A series of seven hands-on workshops called "Cultural Closeups" presented in one or two classes is also described. Each program description tells about the content and the artists performing. Three additional programs are described. The application form to arrange one of these programs is attached. (SLD) ED408385

Curenton, S. M., Wilson, M. N., & Lillard, A. S. (2000). The Role of Narratives in Low-Income, Black Children's False Belief Performance., Paper presented at the Head Start National Research Conference (5th, Washington, DC, June 28-July 1, 2000). Page Length: 10. Noting that none of the small number of studies examining false belief performance in low-income children has addressed cultural practices that may help or hinder children's grasp of mental states, this study examined false beliefs from a cultural context, using an ethnically diverse low-income Head Start preschool population. Participating in the study were 36 black and 36 white preschool children with an average age of 53 months. Fifteen of the black children and 18 of the white children were enrolled in Head Start, and the remainder in a non-Head Start program. Children were given a false beliefs task embedded within a narrative: they were shown a wordless picture book, asked to look at the pictures, make up their own story, and listen to the experimenter's story. Afterward, children were asked forced-choice questions about the character's thoughts and the story. Analysis of covariance using language scores as the covariate revealed that black children scored significantly higher on two of the three questions asked. Findings suggested that black children's cultural experience with storytelling contributed to their success in answering questions about a character's beliefs within a narrative context. (Contains 13 references.) (KB) ED443580

D

Dame, M. A. (1993). Serving Linguistically and Culturally Diverse Students: Strategies for the School Library Media Specialist., 175p. This book provides a framework for expanding the school library's function to meet the needs of the linguistically and culturally diverse students, outlining specific strategies that librarians can use to advocate information literacy and information access equality. Six chapters focus on: (1) the emerging role of the proactive librarian and the establishment of the library as a key center for information access; (2) promoting a love of reading among students through storytelling, shared composition, and other literacy activities; (3) library literacy activities that teach and reinforce language; (4) adapting collection development and cataloging systems to meet the needs of linguistically diverse students; (5) collecting multicultural and foreign-language materials; and (6) collecting and using picture files. A directory of resources provides sources and listings of materials relevant to teacher education; library training; grant writing, foreign language publishers, distributors, and bibliographies; acquisition; picture books; nonprint and multimedia resources; reference works; and organizations. (MDM) ED375650

Darwin, C. M. (Dec 1995). "Now, This Is a True Story.", 23pp. For "The Education of Little Tree," see ED 272 351. This paper presents a cultural/historical interpretation of "The Education of Little Tree," a children's book by the late Forrest Carter. The 1976 book, which sold over 700,000 copies and was widely used in classrooms to present Native American values and lifestyles, is the story of an orphaned boy named Little Tree, raised by his Cherokee grandparents in the Tennessee mountains during the Depression. Because the book's cover carried the subtitle "A True Story by Forrest Carter," critics charge that the author presented the book as an autobiography and true representation of Native American culture. In 1991, Forrest Carter was exposed as the late Asa Earl Carter, a Ku Klux Klan terrorist and right-wing radio announcer. The revelations caused an upheaval among readers and proponents of Carter's work. This paper suggests that Carter's representation of the book as a "true story" simply reflects a cultural tradition of storytelling in the South and that the author did not intend to misrepresent his work. For example, it is apparent that the Native American themes in the book are not the "truth" and are simply added to make the story more interesting. Carter's story does not accurately reflect Cherokee beliefs about creation and the natural order, nor their hunting, farming, and social practices. Although Carter's themes are more representative of Appalachian culture than Cherokee culture, the "truth" in the story is that Carter is portraying his own beliefs and experiences. What Carter has done is give the reader his philosophy on the three relationships that every person will encounter in life: spiritual, human, and environmental. The controversy over this book results from a failure to understand the culture of the author. This book is indeed a "true story" in the Southern sense of the phrase, and Forrest/Asa Earl Carter is indeed a true storyteller. (LP) ED408117

Davies-Gibson, M. R. (Nov 1994). Storytelling in the Multicultural Classroom: A Study in Community Building., 20pp. Paper presented at the Annual Meeting of the Speech Communication Association (80th, New Orleans, LA, November 19-22, 1994). Communication scholars are uniquely suited to developing and implementing mechanisms that will promote a multicultural dialogue and build community. Storytelling is one such mechanism. Storytelling can be beneficial to the spiritual psyche on both the individual and universal levels. The folktale "The Princess Who Wanted to See G-d" demonstrates how self-reflexivity is related to spiritual development. The search for spirituality demands that listeners reexamine their existing beliefs. However, storytelling is also an important mechanism for instilling spirituality on a group or universal level. The story itself becomes equipment for understanding the cultural elements of a given group. Part of the value in storytelling is the universality of the story. For the educator in the multicultural classroom, storytelling can help instill a sense of unity and peace in a classroom plagued by division and divisiveness. Peace is brought to the classroom by changing the relationship between the speaker and the listener. Through the process of identification, the members of a multicultural audience realize how they are joined. Dialogue that follows the storytelling session helps listeners to construct and assess lines of reasoning from multiple conflicting points of view. As an agent of moral change, storytelling is also important for the rhetorical critic. It provides an opportunity to link theory and practice in a way that is unique. (Contains 14 references.) (TB) ED381826

deMarrais, K. B., & Others, A. (1992). Meaning in Mud: Yup'ik Eskimo Girls at Play. Paper presented at the Anthropology and Education Quarterly, 23, 2, 120-44 Jun. Describes storyknifing, a traditional way of storytelling illustrated through pictures traced in mud, by young girls in a Yup'ik Eskimo village on the Kuskokwim River (Alaska). Storyknifing provides a forum in which young girls learn cultural and cognitive knowledge. Storyknifing maintains a link with traditional society in this village. (SLD) EJ448044

Dike, V. K. ([1994). Literacy without Libraries: Promoting Literacy among Schoolchildren in Nigeria., 18p. How does one help children develop literacy where they have limited access to books and libraries? How can one overcome the many obstacles to literacy faced by schoolchildren in Nigeria? These are the issues addressed in this paper. Obstacles such as sociocultural factors, English as a Second Language and as the medium of literacy and instruction, the educational system, and lack of access to books and libraries all combine to keep the literacy rate low38% in 1991. Four projects conducted by the Department of Library Science at the University of Nigeria are examined as a means of further insight into the nature of the problem and may possibly suggest ways literacy might be promoted, such as: storyhours, library lessons, studies of reading interests, and the study of traditional (stories, play and song) and modern (television) media in the socialization process. These studies have discovered the following: (1) school libraries, where they exist, are the principal source of books for Nigerian schoolchildren, but if the school does not have a library, texts and recreational books are provided by friends and families; (2) schools and libraries played almost no role in children's cultural development, which is primarily nurtured by parental storytelling; (3) there is evidence of inadequacy in the visual education of the children, even given the rich artistic traditions of Nigeria; most primary schools lack electricity, but audio cassettes, videotapes, radio and television are common in society; and (4) children are hungry for books and respond enthusiastically to them. Recommendations for improving literacy include increasing access to books, addressing educational concerns such as second language and ineffective teaching methods, and developing literary mediation activities. (Contains 16 references.) (MAS) ED377879

Distributed by Teachers College Press. Lb1042.n44 1994

Dobey, D. C. (1994). The Outdoor World: An Outdoor Science and Culture Program for Seneca Indian Children. Paper presented at the Pathways to Outdoor Communication, 4, 2, 24-25 Fall. Describes an outdoor summer science program for Seneca Indian children in grades 5-7 that featured weekly outdoor topics integrating science, traditional Native American/Seneca culture, and skills in reading and language arts. Daily activities included field trips, community guests, storytelling, and individual and group projects. (LP) EJ491768

Dobey, D. C., & Others, A. (1996). Asdeqwa Yoedza: The Outdoor Seneca Science Teaching Program. Paper presented at the Theme issue topic: "10-year Anniversary Issue.". A summer science enrichment program addressed the cultural and academic needs of middle school students living on the Cattaraugus and Allegany reservations of the Seneca Nation (New York). The program integrated language arts skills and science content with Seneca culture and language. Learning activities included vocabulary lessons, critical and creative reading, storytelling by elders, and field trips. (LP) EJ520539

Duszak, A. (1995). On Variation in News-Text Prototypes: Some Evidence from English, Polish, and German. Paper presented at the Discourse Processes, 19, 3, 465-83 May-Jun. Describes a news story as a text prototype dominated either by telegraphic or by narratological tendencies in content selection and organization. Shows how the former strategy leads to feature accumulation typical of American English news writing, and how the latter, characteristic of German and Polish news styles, shows affinities with everyday storytelling and with expository writing. (SR) EJ511441

E

Ethnic Storytelling Promotes Cultural Awareness. (1999). Storytelling magazine, 11(2), 11.

F

Feinberg, W. (1998). Common Schools/Uncommon Identities: National Unity and Cultural Difference. This book examines issues of national and cultural identity in a multicultural society. It focuses on the educational aims of societies that are committed to liberal democratic principles, societies that support members of different cultural groups so that these groups may flourish. It examines the philosophical concerns raised by multicultural education, and the fears engendered by a commitment on the part of the public schools to maintaining subcultural identity. The book uses the phrase "common school" to indicate that one of the historical purposes of American education is to develop a common loyalty and uses the phrase "uncommon identity" to mark the present moment in public education and the notion that all identities are unique. It emphasizes that public schools must maintain a commitment to liberal democratic values, and it challenges the view that this obligation is incompatible with cultural valuation. The text is divided into nine chapters: "Education: Cultural Difference and National Identity," "Nature of National Identity and Citizenship Education," "Cultural Difference," "The Possibility of Moral Education in a Liberal Society," "Aims of Multicultural Education," "Uncommon Identities: Hard Cases," "On Robust Recognition and Storytelling," "Citizenship Education and the Multicultural Ideal," and "Common Schools and the Public Formation." (RJM) ED431217

Fernández Olmos, M., & Paravisini-Gebert, L. (2001). Healing cultures: art and religion as curative practices in the Caribbean and its diaspora ( 1st ed.). New York: St. Martin's Press. Gr120.h43 2001

Franklin, D., Ed., & Bankston, K., Ed. (1999). Ties That Bind: Building and Maintaining Strong Parent-Child Relationships through Family Traditions and Rituals., From "Who's Raising the Family?" one of a series published by Wisconsin Clearinghouse for Prevention Resources. Page Length: 17. This booklet discusses the importance of family rituals as a way of staying connected to children as they move through adolescence. Family rituals give teens a sense of being part of a family that values its time together. Even something as simple as a family meal together can have great impact on maintaining a bond between parents and children. Another way to keep a family connected is to disconnect occasionally from electronic gadgets, including the television. Storytelling and celebrating cultural heritage are ways to foster a sense of family oneness. Five tips are given for creating family togetherness: (1) setting aside a family night; (2) scheduling regular get-togethers with the extended family; (3) creating unique family memories; (4) playing "remember when..."; and (5) taking time to listen. (Contains 18 references.) (SLD) ED442903

Freeman, E. M. (1992). The Use of Storytelling Techniques with Young African-American Males: Implications for Substance Abuse Prevention. Paper presented at the Journal of Intergroup Relations, 19, 3, 53-72 Fall. Presents strategies to prevent substance abuse among young African-American males, using family and cultural storytelling techniques. A theoretical framework is included, and the techniques are illustrated in an ethnographic study of 20 African-American males (ages 13 to 18 years). The techniques seem generalizable beyond prevention to treatment. (SLD) EJ453879

Freeman, M. (1991). Rewriting the Self: Development as a Moral Practice. Paper presented at the Thematic Issue: Narrative and Storytelling: Implications for Understanding Moral Development. Proposes that the self is constituted in narrative and that development can be seen as the self's effort at rewriting its account of the world. (LB) EJ438199

G

Gannon-Cook, R. (1998). Storytelling and Apprenticeships...Legacies that Can Sustain Technology., 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This paper examines how culture and communication are transmitted via storytelling and apprenticeships. Recent studies are reviewed that reveal that storytelling teaches important lessons to students and that other ancient customs, like apprenticeships, are also possible solutions for problems facing contemporary educators. Relevance to technology and distance education is considered. A comparison of ancient storytellers with modern innovators is then presented. The paper concludes with a discussion of why the use of apprenticeships has survived, including the benefits of technology internships, the role of curriculum designers, and the need for ongoing training. (Contains 50 references.) (AEF) ED421100

Genisio, M. H., & Soundy, C. S. (1994). Tell Me a Story: Interweaving Cultural and Restorative Strands into Early Storytelling Experiences. Paper presented at the Day Care & Early Education, 22, 1, 24-31 Fall. Considers intellectual and affective reasons for telling tales with young children, placing special emphasis on cultural and restorative effects of storytelling. Offers suggestions for helping young children become reflective capable of valuing their cultural heritage and coping with personal difficulties. Includes guidelines for helping children select, narrate, and evaluate the events of their lives through joint storytelling sessions. (TJQ) EJ493475

Gilderhus, N. (1994). The Art of Storytelling in Leslie Silko's "Ceremony.". Paper presented at the English Journal, 83, 2, 70-72 Feb. Describes how one English teacher uses Leslie Marmon Silko's novel "Ceremony" as in introduction to Native American culture and as a complex example of narrative and storytelling. Shows how the book's difficulties are enhanced by the large differences between mainstream American and Native American cultures. (HB) EJ479170

Gillespie, T. (1999). Psst...Wanna Do a Phronisterion? Paper presented at the TECHNOS, 8, 3, 34-36 Fall. Explains a phronisterion as a thinking place named for an idea from Socrates and describes a conference based on that idea that discussed the development of computer games. Topics include the scientific-cultural divide; interactive storytelling; online reading; and the relationship of interactive fiction with computer games. (LRW) EJ601843

Goldman, L. R. (1998). Child's Play: Myth, Mimesis and Make-Believe. This book addresses the need for anthropologists to produce in-depth ethnographies of children's play. In examining the subject from a cross- cultural perspective, the book argues that understanding the way children transform their environment to create make-believe is enhanced by viewing their creations as oral poetry. The result is a richly detailed description of how pretense is socially mediated and linguistically constructed, how children make sense of their own play, how play relates to other imaginative genres in Huli (Papua, New Guinea) life, and the relationship between play and cosmology. The book analyzes the source for imitation, the kinds of identities and roles emulated, and the structure of collaborative make-believe talk to reveal the complex way in which children invoke their experiences of the world and reinvent them as types of virtual reality. Following introductory sections, chapter one, "Naming and Gaming," addresses ethnographic context, rhyming, and renaming structures. Chapter two, "Pretend Play," examines the storytelling genre mode and socio- dramatic play moves. Chapter three, "Changing Roles," examines objects and roles, and choosing identities. Chapter four, "The Ogre: A Melanesian Cyclops," examines ogres in Melanesian literature and narrative conventions and imagination. Chapter five, "The Trickster: A Melanesian Enantiomorph," addresses paradigms of pretence and imagination. Research transcripts are appended. Contains a 382-item bibliography. (SD) ED436239

Gomez, M. L., & Grant, C. A. (1990). A Case for Teaching WritingIn the Belly of the Story. Paper presented at the Writing Instructor, 10, 1, 29-41 Fall. Presents three intertwined arguments for changed practices in the teaching of writing. Advocates storytelling as one means for monocultural teachers of writing to become multicultural teachers of their diverse student populations. (MG) EJ424228

Goodman, D. D. (1993). Using the Freirian Model To Develop an Ethnically Sensitive Sexuality Education Curriculum for an American Indian Group., 28pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). A case study of the Eagle Creek community in the Cherokee Nation explored the development of a sexuality education curriculum using Paulo Freire's model. Data indicated that the curriculum empowered people, helped to uncover socio-political and cultural issues that affect behavior, and emphasized the collective knowledge that emerges when a group shares experiences. The curriculum was more culturally sensitive than others because it allowed participants to pose problems to be discussed, and the social action component made the curriculum different from other reviewed curricula. Suggestions proposed that authentic dialogue using Freire's model can occur but will occur unevenly based on race, class, religion, and gender as well as trust, experience, and benefit/risk variables. Historical considerations found Freire's model congruent with Cherokee traditions: (1) more attention was paid to the process than the end product; (2) dialogue was congruent with traditional storytelling; and (3) participatory democracy was similar to early Cherokee government. Specific recommendations suggested the use of the Freirian model in curriculum development, American Indian education, family planning, and sexuality/health education. The data implicated a need for further research into Native American sexuality, the relationship of language to sexuality, and Cherokee gender roles. (CK) ED370845

H

Harris, J. (1993). Through a Kaleidoscope BrightlyA Banquet in the Theatre. Paper presented at the Special Issue: Storytelling. Discusses the author's life experiences that led her to synthesize a statement supporting Theatre in Our Schools Month. (RS) EJ457162

Harris, P. P., & Pollingue, A. (1999). What To Do When the Child's Literacy Development Reflects Neither English Nor a Strong Native Language: Transmitting Literacy through Family-Based Storytelling. Paper presented at the Journal availability: Oxford Publishing Co., 110 Oxford Ln., Ste. 200, Charles Town WV 25414. Notes that literacy practices of caregivers are the building blocks for establishing a home environment conducive to emergent literacy. Recommends practices to incorporate into family-telling experiences and suggests published stories that promote diversity and literacy. (HTH) EJ582479

Hearne, B. (1993). Respect the Source: Reducing Cultural Chaos in Picture Books, Part Two. Paper presented at the School Library Journal, 39, 8, 33-37 Aug. This second article in a two-part series on picture book folktales focuses on the balance between the tradition from which a text is drawn and the one that it is entering. Topics discussed include folktale selection; cultural authority; cultural variations in storytelling criteria; illustration authenticity; and oral tradition. (Contains three references.) (LRW) EJ467347

Hearne, B., Ed., Del Negro, J. M., Ed., Jenkins, C., Ed., & Stevens on, D., Ed. (1998). Story: From Fireplace to Cyberspace. Connecting Children and Narrative. Papers presented at the Allerton Park Institute (Monticello, Illinois, October 26-28, 1997) Allerton Park Institute, Number 39., 143p. The papers included in this volume emphasize the need to connect the child and the narrative as a way to affect children's development in evaluating literature and information in all forms. Children are lively agents who create meaning as readers, viewers, and listeners. These proceedings address the myriad aspects of storytellingpractical, theoretical, literary, and cultural. The first section "Story as Practice" emphasizes practical application, while the second section "Story as Theory" focuses on theory and the storytelling revival. The third "Story as Literature" and fourth "Story as Institutional Culture" sections move into the realm of the story in book format including book-linking thematically, analyzing narrative in art, storytelling the creation of a picture book with personal and professional aspects interwoven, stories as commodities in the economics of popular culture, and the story dynamic of literature in library culture. Appendices include a discography, bibliographies, and other resources. (Contains an index.) (AEF) ED425750 Available from: Publications Office, Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, 501 East Daniel St., Champaign, IL 61820 ($21.95 plus shipping).

Honeyghan, G. (2000). Rhythm of the Caribbean: Connecting Oral History and Literacy. Paper presented at the Language Arts, 77, 5, 406-13 May 2000. Traces the author's own literacy development to her girlhood in a village in rural Jamaica. Looks at storytelling, singing, and rhymes in the rhythm of the village; reading from the Bible and stories told at home; rhythms of song and language in church; and the rhythm of poems and stories in school. Looks at implications for literacy instruction. (SR) EJ604728

Hopton-Jones, P. (1995). Introducing the Music of East Africa. Paper presented at the Music Educators Journal, 82, 3, 26-30 Nov. Explains and characterizes some of the basic concepts of East African music. Fundamentally an enhanced way of storytelling, East African music techniques are rooted in the play and rhythm of spoken language. Compares and contrasts East African and Western musical conventions. Includes a list of East African music resources. (MJP) EJ523727

Howard, G. S. (1991). Culture Tales: A Narrative Approach to Thinking, Cross-Cultural Psychology, and Psychotherapy. Paper presented at the American Psychologist, 46, 3, 187-97 Mar. Discusses the narrative, or storytelling, approach to understanding human action and character. Cites several authors who view identity as life-story construction, psychopathology as life stories gone awry, and psychotherapy as exercises in story repair. (DM) EJ425169

I

Filho, W. L., Ed. (1997). Lifelong Learning and Environmental Education., 201p. This book, which was prepared in the context of the Fifth International Conference on Adult Education, consists of a summary of the conference workshop "Environmental Education for Adults," 11 papers reviewing promising trends and developments in environmental learning in selected countries and contexts, and an introduction to the 25th International Yearbook on Education. The following papers are included: "Preface" (Paul Belanger); "Introduction" (Walter Leal Filho); "Summary of the Workshop on Lifelong Learning and Environmental Education in Europe"; "Environmental Education and UNESCO (United Nations Educational, Scientific, and Cultural Organization): Some Achievements" (Joachim Knoll); "The Environment: A Unifying Theme for Lifelong Learning and Adult Education" (Walter Leal Filho); "Lifelong Learning and Environmental Education in Poland" (Leszek Jerzak); "Lifelong Learning and Environmental Education in Slovakia" (Geza M. Timeak); "Environmental Careers, Employment and Professional Training in Europe" (Monica Hale); "Environmental Adult Education: Experiences, Problems and Perspectives in the Italian Context" (Antonella Bachiorri); "Adult Education and the Environment in Pakistan" (Farrukh Tahir); "Environmental Education for Adults in the Federal Republic of Germany Seen from the Point of View of 'Lifelong Learning'" (Heino Apel); "Community- Based Environmental Education, School Culture and Lifelong Learning" (Arjen E.J. Wals, Frank P.M.C. de Jong); "Improvement of Environmental Education as a Tool for High Quality Lifelong Learning" (Mauri Ahlberg); "Understanding Human-Earth Relationships through Storytelling and Memory" (Darlene E. Clover); "Adult Learning: A Key for the 21st Century Environmental Education in the Framework of the Fifth International Conference on Adult Education" (Uta Papen); and "Presentation of the International Yearbook on Adult Education, Volume 25, 'Environmental Education' at the Workshop on Lifelong Learning and Environmental Education in Europe" (Michael Schemmann). Also included are the addresses of the workshop participants. (MN) ED419129 Available from: Peter Lang Publishing, 275 Seventh Avenue, 28th Floor, New York, NY 10001- 6708.

Igoa, C. (April 1999). Language and Psychological Dimensions: The Inner World of the Immigrant Child., Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). For related book, see ED 387 376. To help immigrant children succeed academically, the teacher must seek to ease the pain of the uprooting experience and find ways to awaken the power within the children to help themselves. This paper describes teaching experiences that led one teacher to understand immigrant children's psychology and the interventions necessary for giving self expression and voice to these children. The paper discusses a center for immigrant children of various cultures that the teacher ran in 1980. The children were taught to use art to express themselves through storytelling. The paper contends that, in the end, regardless of policies, philosophies, theories, and methodologies, the success or failure of an individual child and the way that child experiences school depends on what happens in that child's classroom, what kind of learning environment the teacher is able to provide, and how well the teacher is able to attend to the particular needs of that child. The paper questions what the relationship between psychology and language is, and summarizes major themes in addressing the inner world of the immigrant child. The four themes that form a foundation for work with immigrant children are: (1) the need for a nest, a classroom nest; (2) the necessity to examine language arts textbooks; (3) the necessity for early academic intervention; and (4) the need to explore art because it is the medium that connects psychology and language. Contains 9 references and several colored illustrations. (BT) ED434858

Imdieke, S. J. (1991). Using Traditional Storytellers' Props (In the Classroom). Paper presented at the Reading Teacher, 45, 4, 329-30 Dec. Offers two techniques, using nesting dolls and pictures as prompts, which not only aid in the telling of stories but also give the storyteller and the audience an understanding of the cultural traditions behind storytelling techniques. (MG) EJ435557

Sierra, J. (1996). Multicultural folktales for the feltboard and readers' theater. Phoenix, Ariz.: Oryx Press. Gr69.s53 1996

J

Jansen, J. (1996). Academic Tribes: Reflections on Teaching Large Classes. Paper presented at the South African Journal of Higher Education, 10, 2, 56-59. Makes an analogy between the stories told by teachers of large classes in South African universities and the storytelling of tribes. Suggests their identity is defined by the act of teaching and complaining about large groups with limited resources. Examines implications for content and organization of a teacher education course on classroom language and communication. (MSE) EJ546132

Jennings, M. M. (1990). How It All Began: Sour Grapes. Paper presented at the Feminist Teacher, 5, 2, 16-19 Fall. Presents a one-act play by the author, using Eula Lee (the feminist author's alter ego) as a storyteller. Embellishes upon the sour-grapes fable to teach good sportsmanship and what "sour grapes" means. Enacts the author's ideas about teaching cultural values through storytelling. (CH) EJ423745

Johanneson, A. S. (1999). Keepers of the Word. Paper presented at the Teaching Tolerance, 16, 15-23 Fall. Describes the work of three bilingual story tellers, one Navajo and two Hispanic Americans, who communicate about their own language and culture while increasing the respect for other cultures of those who hear them. Storytelling is an excellent way to introduce children to other languages and cultures. (SLD) EJ596444

K

Katter, E., Ed. (Apr 1995). Tradition and Innovation. Paper presented at the 74p. "The articles in this issue were selected because, in one way or another, they all touched on the notion of tradition and innovation." Storytelling and tribal dances are examples of past, traditional methods of passing cultural knowledge from elders to youth. Contemporary youth have replaced tradtional rites of passage with their own inventions and codes. This innovation is a basic human function, creating structure for individual and social life. Articles in this publication offer activities and ideas for teaching discipline-based domain skills and creative thinking skills using tradtion and innovation as focal subject. A sample of articles includes: "Rites of Passage: Then and Now", and "Focus: Navajo Tradition and Change: Love of the Land" (Mary Stokrocki); "New Technologies: Innovation and Tradition: Computers & Weaving" (Kenneth R. O'Connell); "Personal Shields" (Kaye Passmore); "Making Memories Monitos Style" (Sharon Meek); and "Kachina Dolls" (Patricia Vining). The art of Helen Hardin is featured in a pull-out centerfold print. Related articles include "Helen Hardin: Seeing with a Multicultural Perspective" (Nancy Wallach) and "Looking and Learning: Changing Traditions and the Search for Innovation: Helen Hardin" (Mary Stokrocki). Gallery Cards present images and accompanying information on "Narrative Myths." A reproducible "Handout: A Nontraditional Game" also is provided. (MM) ED404223

Korn, C. (1999). Crossing the Brooklyn Bridge: The Geography of Social/Cultural Transitions., Paper presented to the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Page Length: 16. This paper proposes that creativity (and the arts in teacher education) can serve yet another function: that of awakening students to the cultural lives they already inhabit in their diverse communities, while connecting them to other possible worlds and ways of being. The paper takes up the transitions that students make in coming to Brooklyn College, and examines the borders they cross in their journeys from home to school and from school to New York City's cultural institutions. It states that the oral history/storytelling project, developed for the undergraduate course, "Education and Literacy," is used to illustrate the role of transitions in the students' lives and in the lives of those whose stories they tell, as well as the place of cultural stories in the classroom. The paper draws on the students' experiences in this course with the Lincoln Center Institute and the Museum of Modern Art, an initiative that represents the kinds of transitions to the wider cultural and social worlds they will, in turn, introduce their own students to when they become teachers. The paper considers the developmental, social, and cultural transitions that teacher education students make as they become teachers, and how these transitions are further complicated when the students are recent arrivals to the United States. It addresses the chasm between student expectation of place and continuity of experience, and faculty desire to transform fixed classrooms into spaces for exploration and transformation. (Contains 21 references.) (BT) ED440917

Krechevsky, M., & Stork, J. (1999). "The Hundred Languages of Children: The Reggio Emilia ApproachAdvanced Reflections, 2nd Edition." Book Review. Paper presented at the Reviews book edited by Carolyn Edwards, Lella Gandini, and George Forman. Notes that second edition of "The Hundred Languages of Children" emphasizes rethinking images of adults as teachers, parents, and citizens; highlights the role of documentation; and adds chapters offering reflections related to negotiated learning, professional development and policy, and cultural assumptions about children and society. Identifies redundancies related to the storytelling format and the need for more careful editing. (KB) EJ603901

L

Blake-Alston, C. (1991). Storytelling. Paper presented at the Learning, 19, 6, 32-34 Feb. Presents storytelling as a way to teach students about African societies. The article explains how to teach storytelling and how to branch out into other related educational activities. A tale from Ghana suitable for bulletin-board use and a student activity page on African proverbs are included. (SM) EJ425092

Lastra, S. (1999). Juan Bobo: A Folkloric Information System. Paper presented at the Theme issue: Folklorist Approaches in Library and Information Science. Investigates a hypothesis that concerns the importance of storytelling as an infrastructure that serves to create, transmit, and authenticate folklore based on a collection of Puerto Rican children's folktales with the character of Juan Bobo. Discusses cultural identity and boundaries, oral traditions, classification of folktales, and future research. (LRW) EJ588262

Latino Art & Culture: From the Series "America Past and Present." Multimedia Resource Kit.(1996)., 0pp. Media materials not available from EDRS. This resource kit contains a 26-minute video, close-captioned and subtitled in Spanish, a 68-page bilingual study guide, 10 color reproductions of paintings, and 14 slides. The video program, "Latino Voices: Artists and Community," features the work of seven contemporary Latino artists living in the United States. Through personal narrative, these artists touch on a range of experiences. The artists talk about the nature of family nurturing and intergenerational relationships; the importance of spontaneity and creativity; the reliance on narrative storytelling and listening skills; the influence of cultural identity, political realities, and human nature; and the importance of integrating everyday objects and experiences into a strong expression of self. The video looks at creative expressions that range from painting and weaving traditions in the Southwest to contemporary installations, documentary photographs, conceptual art, and sculptural assemblages. The artists featured are Carmen Lomas Garza, Agueda Martinez, John Valadez, Pepon Osorio, Joseph Rodriquez, Maria Castagliola, and Maria Brito. (MM) ED407287

Learning about Folklife: The U.S. Virgin Islands and Senegal. A Guide for Teachers and Students = Apprenons A Propos Des Traditions Culturelles: Les Iles Vierges Des Etats Unis Et Le Senegal.([1992)., 160pp. Title in English and French, but text all in English. Accompanying videotape not included with ERIC copy. Developed as part of an educational kit that includes a four-part videotape, maps, photographs, and audio tapes, this guide gives teacher preparation information, objectives, teaching strategies, and student activities for each of 3 lessons in 4 units: Unit 1, "Introduction to Folklife," presents a definition in lesson 1, "What is Folklife?" In lesson 2 students examine photographs to further their understanding of folklife. Lesson 3 offers interviewing techniques for collecting cultural data. Unit 2, "Geography & Cultural History," uses maps, written descriptions of the Virgin Islands, recipes, and 6 student activity sheets as resources for lessons on "Map Study"; "Traditional Foodways"; and "Cooking Up Your Own Heritage." Unit 3, "Music & Storytelling," asks students to watch a video segment and listen to a Sengalese storytelling tape as a basis for discussions and related activities. The activities culminate in the formation of a student band in lesson 2, and student composition of a musical story in lesson 3. Unit 4, "Folklife Celebrations," presents lessons; "Comparing Two Celebrations"; "Moko Jumbie and Serignou Mbeur," a discussion of the masquerading stiltwalkers and wrestlers' spiritual coach; and "Plan Your Own Celebration." Appendices give a "Vocabulary"; "Resources"; "Checklist of Kit Contents"; a "Narration of Videotape"; and a kit "Evaluation Form." (MM) ED402216

M

Ma, R. (Nov 1994). Story-Telling as a Teaching-Learning Strategy: A Nonnative Instructor's Perspective., 15pp. Paper presented at the Annual Meeting of the Speech Communication Association (80th, New Orleans, LA, November 19-22, 1994). The challenge facing the nonnative instructor is make his or her cultural uniqueness an asset instead of a liability. If nonnative speakers can never be fully accepted by American students because of their accent and different communication styles, they can employ teaching styles and methods that showcase their strong points. One teaching method especially useful to the nonnative speaker is story telling. Story telling allows the instructor to connect with his or her students through pathos, logos and ethos: reasoning is made clear; students are impressed with the instructor's foreign experiences; and students are likely to empathize. Story telling also has the benefit of being pluralistic; it cultivates an inclusive, reciprocal relationship between and among instructor and students. Rather than depending on the conveyance of conventional knowledge, storytelling centers on the creation and recreation of fresh stories by both the instructor and the students. Story telling as a teaching strategy enables U.S. students to visualize the substance of multiculturalism that nonnative instructors are equipped to offer. Besides, story telling is an effective means of earning student respect. (TB) ED379713

MacLauchlan, B., Ed. (1992). Bringing Our Stories Home. An English Language Literacy Project of the Intercultural Grandmothers Uniting., 104p. The narrative records events leading to, during, and following an English language literacy event for older First Nations, Metis, and other Canadian older women, which took place in Saskatchewan in January 1996 under the supervision of Intergenerational Grandmothers Uniting, formally known as the Cross Cultural Intergenerational Pilot Project, an extension program of the University of Regina (Saskatchewan). The project emerged from a learning circle. The report describes the learning circles, the planning process (search for funding for a literacy education project, objectives, finding resource persons, inviting participants), the two gatherings, and lessons learned. The workshops held in the first gathering included one designed to help learners identify their needs, a tutor training workshop, a popular theater group, and a writer's workshop. The first gathering led to another focusing on storytelling and reading. Participants' stories are included in the report. The project is viewed as a powerful series of events bringing together older women to tell their stories, meeting English literacy needs in an appropriate and culturally sensitive way. Appended materials include a 14-item bibliography and materials related to both participant and tutor activities. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED406859

Maguire, M. (1994). Cultural Stances Informing Storytelling among Bilingual Children in Quebec. Paper presented at the Theme issue topic: "Schooling and Learning in Children's Lives.". Examines the sociocultural-linguistic processes involved in writing stories in English and French for 2 bilingual children, aged 10 and 11, in Quebec. Points out differences between the children in their views of play, schooling, and story creation. Proposes a unity of process across both languages that is mirrored in the writing of first- and second-language stories. (KS) EJ486985

Marine, R. A. (1998). Character Education/Formation in Catholic Schools (K-12)., 25pp. Revised and updated paper presented at the Catholic Schools Leadership Workshop (Cincinnati, OH, July 21, 1998). Noting that character formation within Catholic education has undergone several changes over the last 10 years, this paper examines character education and character formation as they are currently implemented in Catholic elementary and secondary schools. Section 1 of the paper considers the definition of character, and traces the development of character education/formation in Catholic schools over the past decade, reviewing the shift of core values underlying the 1983 Revised Code of Canon Law which directly impacts Catholic education. This section also discusses the impact of core values on leadership styles, and presents two models of leadership that reflect and support the core values described. Section 2 discusses the values for character education/formation that reflect and flow from the core values and are based on the work of Dr. Thomas Lickona and developed within a Catholic philosophy by Dr. Thomas Groome. This section also discusses religious and cultural literacy within a multicultural community, and provides a Scriptural reflection on character education/formation in Catholic schools. Section 3 of the paper describes several approaches to character education/formation, including the storytelling approach and its application to social justice as seen in the work of Coles; the Respect and Responsibility approach of Lickona, which includes sex education within the context of character education; the Youth and Caring Program; Value Driven Schools; and the work of the National Catholic Educational Association. (KB) ED423054

Martin, K. J. (2000). "Oh, I Have a Story": Narrative as a Teacher's Classroom Model. Paper presented at the Teaching and Teacher Education, 16, 3, 349-63 Apr 2000. Examined a Native American high school literature teacher's teaching practices, exploring her use of narrative as an instructional strategy for conveying abstract concepts through concrete experience. Observation and interview data indicate that the teacher's style of teaching combined storytelling, narrative, and cultural relevance with class content to prepare students for advanced work in critical thinking and to discuss their feelings. (SM) EJ607369

Marty, M. E. (1994). Thinking and Doing the Best Things in the Worst Times. Paper presented at the Journal of Curriculum and Supervision, 9, 3, 225-32 Spr. Several danger signals reflect our cultural disarray. Schools reflect larger societal breakdown and absence of common culture to support learning, discourse, conversation, or argument. In the "worst times," best educators preserve whatever transcends mere relativism, promote whatever survives of subcommunities that generate character, find stories to tell about aspirations to the common life, and create circumstances favoring such storytelling. (MLH) EJ481257

McCabe, A. (1997). Cultural Background and Storytelling: A Review and Implications for Schooling. Paper presented at the Elementary School Journal, 97, 5, 453-73 May. Synthesizes both qualitative and quantitative research on the importance of stories in classrooms, on storytelling form and how it differs from culture to culture, and on implications of these different traditions of storytelling. Proposes some ideas teachers might consider as they plan instruction on world literature, and offers directions for future research. (HTH) EJ547979

McCabe, A. (1997). Cultural Background and Storytelling: A Review and Implications for Schooling. The elementary school journal, 97(5), 453.

McGowan, M., & Others, A. (1994). Appreciating Diversity through Children's Literature: Teaching Activities for the Primary Grades., 135p. Because diversity is a fact of life in our rapidly changing, complex, and interdependent world, appreciating diversity is essential. This resource goes beyond teaching tolerance and understanding of diversity. It gives educators the tools for teaching children to value the differences between people. Using literature as a springboard, educators can help students acquire the knowledge, ability, and disposition to practice citizenship in a democratic society. Techniques such as role-playing, interviewing, and storytelling focus on four types of diversity: age, gender, physical abilities, and ethnicity. Intended to be used with children in kindergarten through third grade, each chapter opens with an explanation and interpretation of the main idea that the recommended books and activities will reflect, followed by the feature and related titles, annotated bibliography, and explanation of the book's potential for citizenship teaching. Through recommended classroom activities and based on the three dimensions of citizenship characterized by Martorella in 1985, students are encouraged to think (Head), feel (Heart), and take action (Hands). An epilogue answers the questions: Who should use these teaching ideas?; How can they be implemented most effectively?; and How should they be incorporated into the regular curriculum? A bibliography offers 72 additional resources. (MAS) ED377874

Mikkelsen, N. (1995). Virginia Hamilton: Continuing the Conversation. Paper presented at the New Advocate, 8, 2, 67-82 Spr. Relates the latest installment of a continuing conversation between the author and Virginia Hamilton. Discusses ethnicity and identity, environmental issues, the creative process, and the way heritage, history, and family storytelling affect a writer's work. (RS) EJ501023

Miller, P. J. A. O. (1997). Personal Storytelling as a Medium of Socialization in Chinese and American Families. Paper presented at the Child Development, 68, 3, 557-68 Jun. Examined the socialization functions of personal storytelling in Taiwanese and European American families. Multilevel analysis of naturally occurring stories regarding 2- to 5-year olds revealed that Chinese families' stories were more likely to convey moral and social standards than were European American families' stories. European Americans were more likely to use stories as entertainment and affirmation than Chinese families. (Author/KB) EJ549528

Montejo, V. (1994). Ancient Words: Oral Tradition and the Indigenous People of the Americas. Paper presented at the Special double issue "Native American Expressive Culture," a collaborative effort of "Akwe:kon Journal" and the Smithsonian's National Museum of the American Indian. For American indigenous peoples, oral tradition maintains each group's cultural identity and world view; documents history; and links the group's past, present, and future. Storytelling has been a major mode of passing moral values and teachings to children, as well as passing sacred and specialized knowledge to new specialists but is now threatened by impact of modern technologies. (SV) EJ496776

Moon, S. S. (1993). Bagheads, Christmas Trees, Family Tales, and Storytelling: One Foxfire Teacher's Venture into the World of Folklore. Paper presented at the Theme issue topic: "Folklore in the Classroom.". A teacher at a small, rural Georgia high school discusses how she integrated folklore with creative writing and American literature. Students discussed and wrote about family and community traditions, organized a storytelling session based on ghost tales, and conducted a workshop in folklore and storytelling for seventh-grade language arts students. (LP) EJ480024

Moore, P., & Reynolds, J. (1999). Growing Up Southern: An Interdisciplinary Project Exploring Family Stories Based on Selected Works of Art by Benny Andrews. Paper presented at the Art Education, 52, 1, 25-32 Jan. Discusses the life of Benny Andrews, a recognized artist, cultural leader, and storyteller, and the importance of narrative in his artwork. Provides an interdisciplinary project where the students analyze Andrews' "Autobiographical Series," discuss the series as a form of storytelling, and then write their own family story. (CMK) EJ600360

Motlow State Community College, Exploring America's Communities: Honors American Studies. Progress Report.(Jan 1997)., 7pp. In: National Conference on American Pluralism and Identity Program Book (New Orleans, LA, January 18-19, 1997); see JC 970 087. In 1996, Tennessee's Motlow State Community College (MSCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the instruction of American history, literature, and culture at U.S. community colleges. MSCC's goal is to introduce an understanding of cultural diversity which goes beyond tolerance to achieve acceptance. MSCC uses an integrated program of study which investigates, through both oral and written literature and historical records, the diversity present in its cultural community. MSCC's long-range goal is to produce an integrated Honors program which addresses, in an interdisciplinary fashion, the richness of local and national cultural heritage and the skills necessary to adapt to and profit from change. The prototype team-taught honors course was taught for the first time, operating from a syllabus which looks at change and value shifts in the past in order to develop sensitivity toward and acceptance of other cultures, particularly the Appalachian culture. Activities, such as trips, tours, guest speakers, a storytelling festival, workshops, and historical and literary readings were included in the class. Two specific obstacles faced by the college were difficulty in team-teaching two disciplines and covering the course's vast amount of material. Work remaining on the project is the sharpening of the focus of the American Studies course as well as the expansion of the Honors program. (HAA) ED403951

Munsch, R., & Others, A. (1994). Beginnings Workshop: Storytelling. Paper presented at the Child Care Information Exchange, 98, 31-50 Jul-Aug. Four workshop articles discuss storytelling techniques and sources: (1) "Beginning with Peekaboo: Storytelling as Interaction" (Robert Munsch); (2) "You, Yes, You: Storytelling from Many Cultures" (Margaret Read MacDonald); (3) "When the Wolf Both Is and Is Not a Wolf: The Language of Puppets" (Mariano Dolci); and (4) "Finding Our Voices: The Power of Telling Stories" (Margie Carter). (MDM) EJ488415

N

Nabhan, G., & Rosenberg, J. (1997). Where Ancient Stories Guide Children Home. Paper presented at the Natural History, 106, 9, 54-61 Oct. The Seri people, of Sonora state (Mexico), have traditionally fished and hunted turtles in the Gulf of California and gathered plants in the Sonoran Desert. Intergenerational transmission of the intricate environmental knowledge needed for these activities was accomplished through storytelling and observational learning, but is now threatened by outside influences. Community and school efforts at cultural maintenance are described. (SV) EJ552820

Neale, S., & Smith, M. (1998). Contemporary Hollywood cinema. London ; New York: Routledge. Pn1993.5.u65 c63 1998

O

norrl

Notar, E. E. (1993). Teaching a Semiotic Analysis of Television Commercials to Chinese College Students., 10pp. In: Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993); see IR 055 055. In the United States, people have become resistant to advertising because they live surrounded by messages. However, in China, the average viewer is relatively naive about the use of commercial messages. An attempt was made to teach Chinese college students semiotic analysis of television commercials. Observations of Chinese television were made to record the types of appeal, the use of symbols, products being marketed, and the timing of commercials and programs. Thirty-six undergraduate students kept logs of the programs and advertising they watched (approximately 900 advertisements). They were instructed to analyze the commercials in terms of H. A. Murray's list of appeals. Students initially were skeptical that commercials contained emotional appeals but learned to recognize and accept their presence. In some cases, presentations were actually counter to Chinese culture. Student response indicates the enthusiasm with which these students became aware of techniques and appeals being used to entice them. When this aspect of visual literacy can be related to Chinese traditions of storytelling, literature, and art, a new Chinese cultural media literacy will emerge. (Contains 5 references.) (SLD) ED370587

Orr, E. C., Compp. Orr, Ben, Compp. Kanrilak, Victor, Jr., Compp. Charlie, Andy, Jr., Comp. (1997). Ellangellemni: When I Became Aware., 641pp. Funding also provided by Alaska Humanities Forum. The stories published in this book are the result of a collaborative effort of the elders of the village of Tununak (Alaska), the Lower Kuskokwim School District, and school staff and students. The stories were told in Yup'ik by elders at various school and community gatherings. The book is divided into seven sections: (1) hunters and animal helpers (food and the social contract, hunting and the power of the spirits); (2) Yup'ik womanhood (the Sky Woman, domesticity and violence, heroines, jealousy); (3) the two faces of Tulukaruk (Raven) (creator and trickster); (4) animal souls; (5) war and peace; (6) the land of the dead; and (7) shamans. Introductions to each section discuss such areas as the storytelling occasion, story variants in other indigenous cultures, cultural elements and symbols in the stories, the storyteller's presentation and remarks, the use of "story knives" and their reintroduction to present-day students in Tununak, the accuracy of oral tradition and tactics to assist memory, the distinctions between fictional and historical narratives, traditional winter festivals, and beliefs and practices concerned with death and with shamanism. The stories are presented in Yup'ik and English on facing pages. Contains 56 references, cultural and linguistic notes on the stories, a glossary of Yup'ik exclamations, and many photographs. (SV) ED421305

P

P302.7.p64 1985 norlin

Pedersen, E. M. (Apr 1993). Folklore in ESL/EFL Curriculum Materials., 20pp. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (27th, Atlanta, GA, April 13-17, 1993). It is argued that folklore can and should have a primary place in curriculum for English as a Second Language (ESL) and English as a Foreign Language (EFL). Folklore has the following advantagesit: is a form of literature in which language, arts, and culture intersect; fosters understanding and acceptance of the foreign language and culture; can be exploited at all learning levels and ages for varied purposes; integrates cognitive tasks, language skills, and learning strategies; and complements current language teaching methodology and theory. It is noted that stories, both folk tales and personal experience stories, are the original teaching materials. The text of a jump story is included. Songs helpful in language teaching include didactic, pop, and folk songs. A song-leading lesson plan is presented. Folk speech (riddles and jokes, proverbs and slang, rhymes and wordplay) activities are suggested, including exercises in collecting, sharing, and completing language forms. A split-proverb exercise is detailed. Finally, possible classroom activities using folklore for development of each language skill (listening, speaking, reading, writing) and creativity are listed. Separate bibliographies for storytelling, folk song, and folk speech are appended. (MSE) ED372629

Phillips, L. P. L. (1999). The Role of Storytelling in Early Literacy Development. Many storytellers, educators, and researchers advocate that storytelling can contribute significantly to early literacy development. Early childhood education needs to embrace literacy programs that actively employ storytelling to bridge students' established oracy skills and their newfound literacy skills. By doing this, children will encounter a broad range of language: new words, archaic expressions, puns, phrases, rhymes, metaphors, and more. This establishes an extensive oral language base which builds literacy skills, such as word recognition, spelling, grammar, literary conventions, and comprehension. It is essential to present storytelling and literacy experiences that are meaningful to the children, and therefore their social and cultural experience needs to be reflected in the choice of stories and the choice and use of text. Teachers should cultivate the development of children's literacy skills by providing opportunities to play with words, with story, and with text. (Contains 16 references.) (SR) ED444147

Pierce, J., & Others, A. (1996). Telling a Tale of Tales: Using Storytelling to Promote Cultural Awareness. Paper presented at the Southern Social Studies Journal, 22, 1, 45-64 Fall. Provides a useful introduction and overview to using storytelling in the elementary social studies classroom. Presents a rationale for using storytelling, tips on getting started, preparation for the story, and follow-up activities. Includes a 61-item bibliography of folktales and stories. (MJP) EJ546632

Polanyi, L. (1985). Telling the American story: a structural and cultural analysis of conversational storytelling. Norwood, N.J.: Ablex Publishers. P302.7

R

Ragains, A. C. (1998). Storytelling in the Interpersonal Classroom: Bridging "Self" with Family History., 16pp. Paper presented at the Annual Meeting of the National Communication Association (84th, New York, NY, November 21-24, 1998). A professor of interpersonal communication at the University of Hawaii, Windward Community College included aspects of storytelling and family history in his approach to a self-concept unit. The task for the students was to create a 3- to 5-minute story based on elements found in their social or family culture. The goals of the project are to: provide a means by which students can have meaningful conversations with family members through the use of interview; investigate the art of storytelling to create images that express a sense of their social or family culture; present their stories to the class; and analyze their findings in relationship to their self-concept. The project was then divided into six steps: (1) create an interview schedule; (2) conduct the interview; (3) complete a "Summary of Interview"; (4) discuss in class what storytelling or personal narrative is; (5) present the 3- to 5-minute stories in class; and (6) submit an assessment, "Storytelling Final Evaluation." Illustrations of some of the project's stories/interviews show how students responded to the project. A total of 33 students from two classes responded to the "Storytelling Final Evaluation" positively. 88% of the students discovered information that had not been previously known to them. Conclusions about the project include: the process which is followed using this methodology gives students a specific structure to follow in gathering information; the depth of family information gathered using the methodology is enhanced; with more information students have a clearer idea of family influences on self- concept; and storytelling provides students the opportunity to share what they have learned. (NKA) ED426442 You may be able to order this document from the ERIC Document Reproduction Service.

Ransdell, D. R. (1998). Mexican Indirection: How To Help Mexican ESL Writers Channel Their Energies into Focused Essays., 17pp. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998). The fact that a writer's culture influences the composing style is undeniable. Spanish speakers writing in English often allow their points to "leap around," perhaps constituting a pattern the instructor does not see. In "Beyond Culture," Edward Hall explains that cultures operate under either "monochronic" or "polychronic" time. In the monochronic United States, events happen one after another according to a time schedule. In a polychronic system, however, several things might be happening simultaneously because the culture places emphasis on people rather than on preset arrangements. When an instructor lived in Mexico, planned outings were always delayed because someone would be latea scheduled time had limited meaning. The way a culture measures time is indicative of a world view and permeates other areas of life, including composing patterns. The instructor knows how to focus on a thesis statement when composing and to keep asking how each little point fits in. But the result would not be the same for someone without training. Many students from polychronic cultures, such as Mexico's, produce essays that take roundabout paths, that are indirect, circuitous, and resistant of directness. Professor Raul Ybarra believes that the indirections students sometimes follow stem from a predilection for storytelling; in storytelling, digressions are common. The process of switching or adapting rhetorical styles is a complicated one that involves many components of composing and thinking, but by showing students that their cultural influences are natural, they will be more likely to accept the fact that changing their writing styles is an attainable and worthwhile goal. (Contains 8 references.) (NKA) ED423547

Rees, E. (1999). "Tales from the Brazilian Jungle": Antonio Rocha, Storyteller. Cue Sheet for Teachers., Additional funding provided by The Kennedy Center Corporate Fund and The Morris and Gwendolyn Cafritz Foundation. Page Length: 6. This performance guide is designed for teachers to use with students before and after a performance of "Tales from the Brazilian Jungle" with storyteller Antonio Rocha. The guide, called a "Cuesheet," contains four sheets for use in class. The first, "About the Performance," prepares students for understanding references to the Amazon rainforest, and introduces the four stories presented in the performance. The second, "Getting Ready To See 'Tales from the Brazilian Jungle,'" discusses and presents activities for imagining the rainforest, what storytelling is, telling stories, what good stories are, a storyteller's tools, and storytelling with mime. The third, "Going to the Kennedy Center," helps students understand what a good audience does and discusses visiting the Kennedy Center itself. Resources are listed for further explanation. (SR) ED442150

Reyhner, J., Ed., Cantoni, G., Ed., St. Clair, R. N., Ed., & Yazzie, E. P., Ed. (1999 Length: 163 Page(s); 2 Microfiche). Revitalizing Indigenous Languages. Papers presented at the Annual Stabilizing Indigenous Languages Symposium (5th, Louisville, KY, May 15-16, 1998)., For selected individual papers, see RC 021 956-966. This volume of conference papers examines issues and approaches in the revitalization of American Indian and other indigenous languages. Sections discuss obstacles and opportunities for language revitalization, language revitalization efforts and approaches, the role of writing in language revitalization, and using technology in language revitalization. Following an introduction, "Some Basics of Indigenous Language Revitalization" (Jon Reyhner), the 11 papers are: (1) "Some Rare and Radical Ideas for Keeping Indigenous Languages Alive" (Richard Littlebear); (2) "Running the Gauntlet of an Indigenous Language Program" (Steve Greymorning); (3) "Sm'algyax Language Renewal: Prospects and Options" (Daniel S. Rubin); (4) "Reversing Language Shift: Can Kwak'wala Be Revived?" (Stan J. Anonby); (5) "Using TPR-Storytelling To Develop Fluency and Literacy in Native American Languages" (Gina P. Cantoni); (6) "Documenting and Maintaining Native American Languages for the 21st Century: The Indiana University Model" (Douglas R. Parks, Julia Kushner, Wallace Hooper, Francis Flavin, Delilah Yellow Bird, Selena Ditmar); (7) "The Place of Writing In Preserving an Oral Language" (Ruth Bennett, Pam Mattz, Silish Jackson, Harold Campbell); (8) "Indigenous Language Codification: Cultural Effects" (Brian Bielenberg); (9) "Enhancing Language Material Availability Using Computers" (Mizuki Miyashita, Laura A. Moll); (10) "The New Mass Media and the Shaping of Amazigh Identity" (Amar Almasude); and (11) "Self-Publishing Indigenous Language Materials" (Robert N. St. Clair, John Busch, B. Joanne Webb). Contains references in most papers, author profiles, and a poem, "Repatriated Bones, Unrepatriated Spirits" (Richard Littlebear). (SV) ED428922

Rice, B., & Steckley, J. (1997). Lifelong Learning and Cultural Identity: Canada's Native People., 15pp. In: Lifelong Learning: Policies, Practices, and Programs; see JC 970 458. This paper focuses on lifelong learning and the cultural identity of Canada's native people. The introduction reviews educational programs instituted by indigenous minority groups in New Zealand and Hawaii. The second section reviews the importance of storytelling and ritual ceremonies in Native education. The third section discusses the tension Native people encounter between the demands of modern western society and traditional culture in managing their schools. The fourth section describes how the teaching of traditional culture and science can be merged. The fifth section acknowledges that loss of traditional culture is unavoidable, but suggests that certain rites-of-passage and other life stage activities such as Vision Quest be maintained to help re-create a broad lifelong learning framework for native people. The sixth section examines the importance of traditional language for the life long learning of native people and offers several suggestions on how to maintain it. The seventh section reviews the role and practice of traditional rites of passage ceremonies such as Vision Quest. Finally, the last section reviews the implications of the foregoing for life long learning among indigenous peoples. The Vision Quest ceremony is appended. (JDI) ED411888

Rivkin, M., & Others, A. (1993). Children's Books and Recordings. Paper presented at the Young Children, 48, 5, 89-91 Jul. Presents an annotated bibliography of books and audiotape recordings for children from infancy through the early elementary grades. The bibliography includes recordings of music and storytelling; books that tell fairy tales and old favorite stories; and books about such topics as mother-child relationships and pets. (BB) EJ465932

Roe, B. D., Alfred, S., & Smith, S. (1998). Teaching through Stories: Yours, Mine, and Theirs., 243p. This book describes classroom uses for teachers' and children's own stories, as well as stories from a multitude of outside sources. It offers a theoretical basis for the use of storytelling, gives practical tips on storytelling techniques, and provides practical storytelling activities for use across the curriculum in kindergarten through high school. Chapters are: (1) "The Importance of Story"; (2) "Tips about the Storytelling Process"; (3) "Using Storytelling To Teach Language SkillsPart 1"; (4) "Using Storytelling To Teach Language Skills Part 2"; (5) "Using Storytelling To Enhance Learning in and through Literature Part 1"; (6) "Using Storytelling To Enhance Learning in and through Literature Part 2"; (7) "Using Storytelling To Teach Drama"; (8) "Using Storytelling To Teach Art and Music"; (9) "Using Storytelling To Enhance Learning in Social Studies"; (10) "Using Storytelling To Enhance Learning in Math and Science"; (11) "Using Storytelling To Promote Understanding of Cultural Diversity"; and (12) "Using Storytelling To Help Understand Self and Others." Appendixes contain a 31- item annotated list of suggested storytelling references and a 114-item annotated list of source of stories for tellers. (RS) ED414568

S

Salmons-Rue, J. (1991). Shared Reflections through Community-Based Theater. Paper presented at the Hands On, 41, 22-25 Fall. Describes the Community-Based Arts Project in central New York State, which offers a course through Cornell University that allows students to explore local history and family traditions through storytelling. The steps of story collecting and sharing are a circular transaction of reflecting, listening, telling, and reflecting with the audience, who retell the story to someone else. (KS) EJ450583

Sarris, G. (1990). Storytelling in the Classroom: Crossing Vexed Chasms. Paper presented at the College English, 52, 2, 169-85 Feb. Describes three storytelling strategies, each suited to a different classroom environment. Notes that these strategies illustrate the potential for storytelling to empower and engage culturally diverse students while providing a context for critical thinking. (MM) EJ405078

Sarris, G., & NetLibrary Inc. (2000). Keeping Slug Woman alive

SchelyNewman, E. (1999). Mothers Know Best: Constructing Meaning in a Narrative Event. The Quarterly journal of speech, 85(3), 285.

Schmitt-Stegmann, A. (1997). Child Development and Curriculum in Waldorf Education., 15p. Every educational theory has behind it a particular image of human beings and their development that supports a particular view of the learning process. This paper examines the image of children underlying Waldorf education. The paper identifies the individual and unique Self as the "third factor," that together with heredity and environment, contribute to individual development. The goal of the Waldorf curriculum and teaching methods is to unlock the true potential living in each child, the true Self, which gradually awakens to its natural and human-cultural environment and its true Self and abilities. Three seven-year phases occur through childhood and youth, each manifesting an age-specific approach to learning. From birth to age 7, learning takes place through doing, and the Waldorf educational focus is on bodily intelligence, play, oral language, and practical activities. From 7 to 14 years, the Waldorf emphasis is on a soul- and heart-oriented perception and understanding of the natural and human environment. Learning is focused on reading and storytelling, rhythmic activities, practical activities to address feelings of insecurity resulting from subject-object consciousness and inner feelings of separation, and the physical sciences, stemming from growing abilities in abstract cause-and-effect thinking. During the high school years, Waldorf education focuses on fostering moral responsibility, social consciousness, and independent thinking through integrating arts and crafts, story/history/geography, and sciences. (KB) ED415990

Scorzelli, J. F., & Gold, J. (1999). The Mutual Storytelling Writing Game. Paper presented at the Journal of Mental Health Counseling, 21, 2, 113-23 Apr. Because of differences in cultural backgrounds and learning styles, some children have a difficult time verbalizing their emotions or appear resistant to talking about themselves. Describes a technique, referred to as the mutual storytelling writing game, that has been found to be useful for children who have difficulty in engaging in traditional counseling. (Author/GCP) EJ594546

Sheehan, R. (1993). Connecting Classroom Practice and Research. Paper presented at the Journal of Research in Childhood Education, 7, 2, 102-03 Spr-Sum. Reviews the research presented in this issue and its implications for classroom practice. The topics include sex-role stereotyping and cultural diversity in award-winning picture books for children; children's storytelling; parent involvement and quality of day care; cultural-familial predictors of children's metacognitive and academic performance; and children's friendships in culturally diverse classrooms. (TJQ) EJ496709

Sherman, B. (1998). Watchers of the Ancient Skies. Paper presented at the Winds of Change, 13, 3, 20-25 Sum. Describes Lakota belief systems connected with the stars and how those beliefs directed Lakota existence, movements during the year, and ceremonies. Discusses winter camps, associated cultural practices such as storytelling, ancient wisdom, the concept of mirroring (constellations and corresponding land forms on earth), and the Black Hills annual ceremonial journey. (SAS) EJ570830

Shernoff, M. (1999). AIDS and mental health practice: clinical and policy issues. Binghamton, NY: Haworth Press. Rc607.a26 a3455533 1999

Silver, S., & Miller, W. R. (1997). American Indian Languages: Cultural and Social Contexts., 453p. This book introduces the general reader to the mosaic of American Indian languages and cultures as they exist in time and space, and supplies limited technical linguistic orientation to encourage further exploration of language interrelationships, cultures, and other ways of knowing. Chapter 1 provides an overview of the status, diversity, and vitality of American Indian languages; government policies toward Native languages and education; and language maintenance. Chapter 2 discusses aspects of phonology and grammar. Chapter 3 addresses languages and cultural domains: plant taxonomy, geographic orientation, place names, social space, counting systems, classification systems, and world views. Chapter 4 examines language communities in the Great Basin, Pueblos, Creek Confederacy, and Aztec Empire in terms of social groupings, linguistic socialization, fashions of speaking, multilingualism, and linguistic attitudes. Chapter 5 focuses on language usage in storytelling and types of performance in Chinook, Havasupai, Navajo, and Kuna cultures. Chapter 6 discusses fashions of speaking: respect speech between social categories, men's and women's speech, baby talk, expressive speech, diminutive and augmentative forms, and linguistic markers for various speech forms. Chapter 7 examines nonverbal communication: silence, Kickapoo and Mazatec whistle speech, sign language, and long-distance or pictorial communication. Chapter 8 looks at the written languages of the Mayas, Aztecs, Cherokees, and Crees. Chapters 9-11 discuss results of language contact: multilingualism, lingua francas (pidgins and creoles), loanwords, lexical acculturation, language shift, and changes within English and Spanish. Chapters 12-14 describe the histories of language families, language as a tool to study prehistory, and the spread and distribution of language families. Appendices explain phonetic symbols and their meanings and list the language families of North America. (Contains an extensive bibliography and an index.) (SV) ED423092 Available from: University of Arizona Press, 1230 N. Park Ave., Suite 102, Tucson, AZ 85719; phone: 800-426-3797 ($60.00).

Simich-Dudgeon, C. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Paper presented at the Directions in Language and Education, 12 Sum. Classroom teaching methods and activities designed to encourage collaborative communication between teacher and students and among students in the English-as-a-second-language (ESL), bilingual, or mainstream class containing English language learners (ELLs) are presented. The approach is intended to reduce the teacher-controlled nature of interactions and promote active language use. Two verbal-interactive academic activities found to be especially effective in developing an environment for collaborative talk are described. The first is the use of classroom interaction methods involving ELL students in interaction not just as respondents but as active participants in the negotiation of meaning. Several ways of organizing verbal interaction are discussed and compared. The second method is the use of storytelling activities in which ELLs can take advantage of their own experiences and cultural traditions to develop "oracy" and literacy concepts and skills across the curriculum. Techniques the teacher can use to support ELLs' oral language development and link storytelling with other skill areas are offered. Contains 31 references and a list of 47 instructional resources for teachers. (MSE) ED435188

Simons, J. D. (1994). Literature and film in the historical dimension: selected papers from the Fifteenth Annual Florida State University Conference on Literature and Film. Gainesville: University Press of Florida. Pn50.f57 1990

Simonson, S. D. (1995). Multiculturalism in the Middle School: One Aspect of a Community of Learners. Paper presented at the MultiCultural Review, 4, 3, 36-42 Sep. Addresses how teachers can enhance multiculturalism in school while building a sense of trust and community among students. The author considers how the integration of multiculturalism in daily routines helps to build a more thoughtful community of learners in grades four through eight. The use of drama, recipes, storytelling, linguistic experiences, critical thinking, journals, and literature is explored. (GR) EJ515524

Smith-Johnson, S. M. (1997). Folktales: A Creative Way To Involve Students in Meeting the National Standards., 17pp. Paper presented at the Northeast Conference on the Teaching of Foreign Languages (April 4, 1997). This paper describes the use of folktales in the classroom, noting the instructional benefits, challenges and potential problems, and techniques for presenting and expanding on the stories. Of nine folktales told during the school year, five are told in English and four in Spanish, and most are closely tied to the social studies curriculum. Four stories come from Latin America and coordinate with Spanish units. Benefits of using folktales include use of authentic language and high student interest. Challenges include finding the appropriate language level and providing background information, and the potential for a story being unsuccessful with students. Pre-storytelling activities, both for the teacher and for the class, are outlined, considerations in selecting stories (content, language level, length, source) are discussed, and approaches for involving students in the storytelling are detailed. Other issues addressed include enhancing student comprehension and encouraging students' classroom response to the stories. Ways in which such stories correlate with the National Standards for Foreign Language Education are examined. (MSE) ED419396

Sommers-Flanagan, J., & Sommers-Flanagan, R. (1997). Tough Kids, Cool Counseling: User-Friendly Approaches with Challenging Youth., 288p. All too frequently, young people resist counseling efforts. Some ways to foster a positive therapeutic relationship with young, resistant clients are described in this book. The text promotes a relationship-oriented approach, exploring ways in which counselors can capture the interest, attention, and motivation of these clients. The volume is divided into three parts. Part 1, "User-Friendly Foundations," presents strategies to understand and emotionally connect with young clients. Counseling with young people is seen as analogous to cross- cultural counseling and so physical, social, and psychological aspects of childhood are considered. Part 2, "User-Friendly Strategies," offers a number of techniques that can be used in a variety of counseling situations. Tips are given on how to quickly modify client emotional states, and methods are offered in which user-friendly treatment techniques can be used to change maladaptive cognitions, behaviors, and interpersonal relationships. Strategies such as indirect and directive storytelling and approaches to parent education and training are also described. Part 3, "Special Topics in Treating Young Clients," examines such issues as suicide assessment and management, offers tips on when to refer clients for medication evaluations, and explores issues related to therapy termination. Contains an index and approximately 300 references. (RJM) ED408529

Spagnoli, C. (1995). Storytelling: A Bridge to Korea. Paper presented at the Social Studies, 86, 5, 221-26 Sep-Oct. Maintains that storytelling is one of the world's oldest teaching tools and belongs in every social studies classroom. Recommends the use of Korean folk tales to help students understand Korean culture and gain insight into their own lives. Includes a list of classroom techniques, teacher's resources, and recommendations for folk tales. (CFR) EJ519012

Stobbe, J. (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series., 43p. The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in first grade. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape. (MSE) ED378828

Stokrocki, M. (1994). A School Day in the Life of a Young Navajo Girl: A Case Study in Ethnographic Storytelling. Paper presented at the Theme issue topic: "Cultural Diversity.". Maintains that storytelling is an ancient instructional method that can be used effectively by contemporary art educators. Presents a narrative by a six-year-old Navajo girl that describes a typical school day. Includes suggestions for using the story to teach about cultural differences and cultural change. (CFR) EJ493883

Stucky, N. (1995). Performing Oral History: Storytelling and Pedagogy. Paper presented at the Communication Education, 44, 1, 1-14 Jan. Describes a class project in collecting and performing oral history interviews. Argues that, by engaging students as field researchers to gather oral texts, and through the use of performance as a mode of historical, cultural, and interpersonal inquiry, students meet their interview subjects in a dialogic encounter designed to enhance their understanding of another person's experience. (SR) EJ497369

Sunwolf. (1 January 1999). The Pedagogical and Persuasive Effects of Native American Lesson Stories, Sufi Wisdom Tales, and African Dilemma Tales. Howard Journal Of Communications, 10(1), 47-71(25). Culture affects pedagogy. Learning stories are used by many cultures to stimulate questions, to raise issues, to stimulate debate, and to offer listeners a view of life as it could be. While many stories tend to support and confirm our perceptions of the world, the oral learning story may contradict, expand, or confuse our world views. This paper offers a descriptive analysis of the format, function, and effects of three types of learning stories across three separate cultural traditions (Native American lesson stories, Sufi wisdom tales, and African dilemma tales), describing their epistemological, transformative, and pedagogical functions. Further, an argument is offered that social influence theories provide useful explanatory power for the claimed effects of these oral formats: (1) persuasion through self generated thoughts, (2) persuasion through active participation, (3) persuasion through modeling, and (4) persuasion through conscious deliberation. It concludes by suggesting the narrative possibilities of teaching and learning through oral story.

T

Telfer, R. J., Ed. (1998). Finding Our Literacy Roots. Yearbook of the American Reading Forum, 1998. [Papers from the American Reading Forum Annual Conference, 1997].. Paper presented at the Yearbook of the American Reading Forum, 18. The theme of the American Reading Forum's 1997 conference was "Finding Our Literacy Roots." Many papers in this proceedings address the theme directly, some emphasizing literacy roots and others the roots of literacy. Following the keynote session, "Phonics and Whole Word/Whole Language Controversies, 1948-1998: An Introductory History" (E. Jennifer Monaghan), papers in the proceedings are: "American Spelling Instruction: What History Tells Us" (Bob Schlagal and Woodrow Trathen); "Reaching Consensus on Standards for Adult Literacy Assessment: Finding Our Roots, Not Creating Ruts" (Eunice N. Askov); "1997 Contenders/Winners: Children's Book Awards in Five English-Speaking Countries" (Ira E. Aaron and Sylvia M. Hutchinson); "1997 Contenders/ Winners: Children's Book Awards in Five English-Speaking Countries: A Reaction and a Retrospective Appreciation for a Body of Work" (Nelly Hecker); "Finding Our Literacy Roots: Teachers' Storytelling Stories" (Reed R. Mottley and Richard Telfer); "Thinking about Learning: Progenitor and Progeny" (Marino C. Alvarez and Christopher M. Alvarez); "Like Father, Like Son" (Ray Wolpow); "A Literacy Root Begins with a Seed: Planting an Elementary Education/English for Speakers of Other Languages Teacher Preparation Program" (Valerie J. Bristor and Jane Brady Matanzo); "Urban College Developmental and High School English Teachers Working Together" (Chet Laine; Connie Robinson; Barbara Wallace); "Oral Language: The Roots of Writing in a College Developmental Classroom" (Michaeline Laine); "Student Perceptions of Literacy Gains from Internet Access and HTML Home Page Construction" (Ray Wolpow); "When Children Are Victims: Making the Case for Bibliotherapy" (Cindy Gillespie Hendricks and James E. Hendricks); "What Is a Concept of Literacy?" (Woodrow Trathen and Michael Dale); "Media Literacy: The Practice of Reading Popular Culture" (Donna Alvermann); "Defining Literacy: A Caution from a Critical Conscience" (Cheri Foster Triplett); "Literacy: A Socio-Cultural Perspective" (Gary Moorman and Woodrow Trathen); "Looking for Our Literacy Roots in All the Right Places" (Rick Erickson and Others); "Reaction to 'Looking for Our Literacy Roots in all the Right Places'" (Eunice N. Askov); and "Seeking Agreement in Literacy Beliefs" (Mona W. Matthews; Laurie Elish-Piper; Jerry L. Johns; Victoria Risko). Individual papers contain references. (NKA) ED447462

Thank You, Africa.(1991). Paper presented at the Learning, 19, 6, 31 Feb. Presents a list of class activities for Black History Month to help students study African heritage. The activities listed, with appropriate grade levels, are storytelling, dances and games, crafts, posters, live-in history, movers and shapers, and a play. Each activity is explained in the pages that follow in this issue. (SM) EJ425091

U

V

Valentine, L. P. (1995). Making It Their Own: Severn Ojibwe Communicative Practices. Anthropological Horizons., 262pp. Field research was funded by the National Science Foundation and the Wenner-Gren Foundation. Using a discourse-centered approach to ethnography, this book provides an empirically based, contemporary overview of a rapidly changing First Nations village in northern Ontario (Canada). Data were collected in the 1980s during a 2-year residence and follow-up visits in the Severn Ojibwa community of Lynx Lake, a remote subarctic village in which the Native language, Ojibwa, is completely viable and used by every member of the Native community. Analyses illustrate the ways in which a society is indexed through its discourse, and how changes in society affect language use. The portrayal of Lynx Lake and its unique brand of self-determination demonstrates that cultural change and the adoption of modern technology in Native communities need not result in the loss of Native identity or language. Chapters cover diverse topics, including: (1) characteristics of the Severn Ojibwa language variety and of the Lynx Lake community; (2) changes in communication networks induced by technological imports into Lynx Lake; (3) usage of Severn Ojibwa, Cree, and English in various social contexts, and different types of code switching; (4) English literacy, the very high literacy rate in Ojibwa using Cree syllabics, and community means of learning and teaching syllabics; (5) the intersection of music, language, and literacy; (6) church discourse and the role of the Anglican church in community life and identity; (7) first-person narratives and storytelling; (8) genres of legend and myth; and (9) the use of discourse as a tool in sociocultural analysis. Appendices include a typological overview of Severn Ojibwa and Ojibwa speech terms. (Contains 152 references, chapter notes, and an index.) (SV) ED422154 Available from: University of Toronto Press, 340 Nagel Dr., Cheektowaga, NY 14225; toll- free phone: 800-667-0892 (cloth: ISBN-0-8020-0643-4, $55.00; paper: ISBN-0- 8020-7596-7, $21.95).

W

Waitzkin, H., & Magana, H. (September 1997). The black box in somatization: unexplained physical symptoms, culture, and narratives of trauma. Social Science and Medicine, 45(6), 811-825(815). Stimulated by our clinical work with patients who manifest unexplained ''somatoform'' symptoms in the primary care setting, this article addresses a theoretical black box in our understanding of somatization: how does culture mediate severe stress to produce symptoms that cannot be explained by the presence of physical illness? Despite various problems in his explanation of hysteria, Freud broke new ground by emphasizing narratives of traumatic experiences in the development and treatment of unexplained physical symptoms. Except in anthropologically oriented cultural psychiatry, contemporary psychiatry has traveled away from a focus on narrative in the study of somatization. On the other hand, recent interest in narrative has spread across many intellectual disciplines, including the humanities and literary criticism, psychology, history, anthropology, and sociology. We operationally define narratives as attempts at storytelling that portray the interrelationships among physical symptoms and the psychologic, social, or cultural context of these symptoms. Regarding somatization and trauma, we focus on the ways that narrative integrates the cultural context with traumatic life events. In explaining the black box, we postulate that extreme stress (torture, rape, witnessing deaths of relatives, forced migration, etc.) is processed psychologically as a terrible, largely incoherent narrative of events too awful to hold in consciousness. Culture patterns the psychologic and somatic expression of the terrible narrative. Methodologically, we have developed some techniques for eliciting narratives of severe stress and somatic symptoms, which we illustrate with observations from an ongoing research project. In designing interventions to improve the care of somatizing patients, we are focusing on the creation of social situations where patients may feel empowered to express more coherent narratives of their prior traumatic experiences.

Warren, S. (1993). The Vitality of Folklore: An Interview with Judy P. Byers. Paper presented at the Theme issue topic: "Storytelling and Appalachia.". Judy P. Byers talks about the work of the late folklorist Ruth Ann Musick and her own work as a folklorist. She describes the gathering of Appalachian folklore, particularly ghost stories, and her task completing Musick's unfinished work. Byers advocates the importance of folklore as a bridge between one's personal history and the great stories of humanity. (KS) EJ476555

Westley, J. (1991). Houses. ThemeWorks: An Integrated Curriculum for Young Children., 71p. This resource book, designed for use with pre-kindergarten through grade 2 students, provides an integrated approach to teaching the curriculum. Through investigation of houses as a theme, students are engaged in whole language activities in art, mathematics, science, cooking, poetry, literature, and dramatization. The guide is organized into three distinct parts: the kickoff, the theme activities, and a culminating event. The kickoff provides an informal assessment of what the students already know about houses. Between the opening and culminating events, the book presents 18 mini-topics related to the theme. The exploration of houses leads students from observations of houses to building a house, to looking at houses around the world and long ago, and to a study of animal homes. Children's stories and rhymes that have houses as a theme are presented. Activities also examine the emotional aspects of houses. Reproducible student papers, vocabulary words, and teachers' curriculum charts are provided. (MM) ED406313

Wilson, J. E. (1994). Catholic Education and African Americans. Paper presented at the Momentum, 25, 2, 32-35 Apr-May. Provides information designed to assist non-African American Catholic educators in maximizing the effectiveness of their interactions with African American students. Indicates that educators should maintain a strong cultural identity, learn from their students, maintain high expectations, create a nurturing environment, utilize multicultural curricula, and dissolve cultural barriers through storytelling. (MAB) EJ488384

Wimberly, A. S. (1996). An African-American Pathway to Hope: Belief Formation through Uses of Narrative in Christian Education. Paper presented at the Religious Education, 91, 3, 316-33 Sum. Examines the ways in which African Americans link personal stories with biblical and heritage stories to decide future life directions. Maintains that these activities help people develop a spirituality of hope and restore relational contexts for storytelling and story listening in an age where these contexts have disappeared. (MJP) EJ543629

Woodbury, A. C., Ed. (1992). Cev'armiut Qanemciit Qulirait-Llu = Eskimo Narratives and Tales from Chevak, Alaska., 90pp. "Told by Tom Imgalrea, Jacob Nash, Thomas Moses, Leo Moses, Mary Kokrak. Translated by Leo Moses and Anthony C. Woodbury." Photographs may not reproduce clearly. The eight narratives and tales collected here were told by elders of Chevak, an Alaskan village, and tape-recorded there in 1977 and 1978. An introductory section describes the village, dialect usage, and some background on the stories and story genres. The stories are divided into two parts according to an important native distinction between narratives, which are based on a known person's experience, and traditional tales, those said to have originated with ancient ancestors. The cultural context of storytelling, narrative performance, and the rendering of narrative performance on the printed page are also discussed. Each narrative and tale is accompanied by an English translation, and notes on these translations are included in the introduction. Contains 10 references. (MSE) ED395470

Y

Dyson, A. H., Ed., & Genishi, C., Ed. (1994). The Need for Story: Cultural Diversity in Classroom and Community., 263p. Emphasizing the complex relationships among story, ethnicity, and gender, this book explores the nature of storythe basic functions it serves, its connections to the diverse sociocultural landscape of society, and its power in the classroom. In addressing concerns about how to most effectively serve increasingly diverse student populations, the book demonstrates through example the need for and the power of story. Chapters in the book are: (1) "Introduction: The Need for Story" (Anne Haas Dyson and Celia Genishi); (2) "Multiculturalism, Community, and the Arts" (Maxine Greene); (3) "Life as Narrative" (Jerome Bruner); (4) "The Power of Personal Storytelling in Families and Kindergartens" (Peggy J. Miller and Robert A. Mehler); (5) "Multicultural Literature for Children: Towards a Clarification of the Concept" (Mingshui Cai and Rudine Sims Bishop); (6) "What Is Sharing Time For?" (Courtney B. Cazden); (7) "'The Blacker the Berry, the Sweeter the Juice': African American Student Writers" (Geneva Smitherman); (8) "Gender Differences and Symbolic Imagination in the Stories of Four-Year-Olds" (Ageliki Nicolopoulou and others); (9) "'And They Lived Happily Ever After': Cultural Storylines and the Construction of Gender" (Pam Gilbert); (10) "Princess Annabella and the Black Girls" (Vivian Gussin Paley); (11) "'I'm Gonna Express Myself': The Politics of Story in the Children's Worlds" (Anne Haas Dyson); (12) "'All the Things That Mattered': Stories Written by Teachers for Children" (Sal Vascellaro and Celia Genishi); (13) The Contribution of the Preschool to a Native American Community" (Susan J. Britsch); (14) "Stories as Ways of Acting Together" (Shirley Brice Heath); (15) "Writing as a Foundation for Transformative Community in the Tenderloin" (Carol E. Heller); and (16) "Conclusion: Fulfilling the Need for Story" (Celia Genishi and Anne Haas Dyson). (RS) ED365991

Yashinsky, D. (1991). Libraries and Storytellers: Keeping Folk Tales Alive or Thunder: A Storyteller Visits the Library. Paper presented at the Wilson Library Bulletin, 65, 5, 53-55,138 Jan. Approaching storytelling as a form of education, art, and communication, this article briefly chronicles the development of storytelling over the ages and explains differences in storytelling styles according to geographic location. Several classic themes recurrent in folk literature are summarized and their portrayal by different storytellers and cultures is described. (SD) EJ423284

Z

Zabel, M. K. (1991). Storytelling, Myths, and Folk Tales: Strategies for Multicultural Inclusion. Paper presented at the Preventing School Failure, 36, 1, 32-34 Fall. The use of storytelling, myths, and folk tales from various countries and cultures is recommended to promote acceptance of diverse points of view, experiences, and learning styles. The purposes of storytelling in culture, in the classroom, and in the special education classroom are discussed. (JDD) EJ444505

Contact Us

Enter feedback, comments, questions, or suggestions:

Email this page

amazon.com

Hallie Preskill: Building Evaluation Capacity: 72 Activities for Teaching and Training

Search

(Indexed quarterly)

positivepractices.com

WWW

Translations

Caution: Machine generated language translations may contain significant errors. Use with care.