A Palimpsest of Diné Voices (original) (raw)

Teaching with Stories as the Content and Context for Learning

Global education review, 2016

Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local rural school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through family stories? The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the ...

Teaching With Stories Teaching with Stories as the Content and Context for Learning

Oral History Shares the Wealth of a Navajo Community

2003

This paper describes a collaborative project in which K-3 Navajo students used oral history interviews, archival photos, and primary documents to explore the history of their communities. Participating students attended schools that were implementing the Dine (Navajo) Language and Culture teaching perspective, which is based on the premises that education is best when it reflects a sense of place, education should be based on the philosophy and values of those being educated, and teacher preparation should reflect the Dine perspective of education. Each school had a reciprocal relationship with the community. The community helped identify themes to be explored, and the students conducting field research. Students identified proficiency in the Navajo language as a resource in conducting this research. Many respondents answered students' questions in Navajo. Navajo language place names were an important link to the history of the community, names, and stories that had lost their connection to the past in translation. This research took students outside the classroom to hear stories in the Navajo language, thus helping students understand of the need to retell the stories to share the wealth of their community for future generations. (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Story Weaving: Teacher Research With Bilingual/Bicultural Family Narratives

Multicultural Perspectives, 2000

An approach used to help bridge the distance between home and school for bilingual/bicultural immigrant families is described. First, the various roles of the classroom teacher as cultural storyteller, cultural healer, and cultural worker in the relationship between the schools and homes of bilingual students is explored, drawing on recent research and theory. A University of Wisconsin, Oshkosh program for English-as-a-Second-Language and bilingual education teachers, which attempts to train teachers to build bridges between cultures, is also described. It focuses on one course designed to engage teacher trainees in bilingual and language minority family research projects using narrative and ethnographic methods. Student projects culminate in written narratives of family lives, which bring with them increased appreciation of cultural autobiographies as a teaching technique and a deeper understanding of the teacher's varied roles. Issues arising during the project included development of trusting relationships among participants in ethnographic and narrative research, techniques for gathering and arranging stories, ways of representing and interpreting the stories, and determining who the beneficiaries of the research are. (Contains 60 references.) (MSE)

Coyote as Reading Teacher: Oral Tradition in the Classroom

Teaching Indigenous Languages, edited by J. Reyhner, 1997

Although traditional indigenous stories are widely recognized for their artistic merits and their role in the linguistic and cultural continuity of indigenous peoples, they are seldom used for teaching purposes in school. This paper discusses the potential instructional uses of traditional stories that have their origin in the oral tradition.

Family Stories Matter: Critical Pedagogy of Storytelling in Elementary Classrooms

VUE, 2023

Culturally responsive educators advocate for a greater emphasis on family and student voices that invoke their lived experiences, cultural knowledge, ancestral wisdom, and supportive familial relationships. However, few educators know how to bring these stories directly to K-12 classrooms. Using a participatory action research methodology, I incorporated the counter-stories of students and families in an elementary school curriculum. As we practiced storytelling in family wisdom circles and in teacher meetings, I listened for epiphany moments that demonstrated how storytelling as an act of critical literacy requires "listening to witness." As families, students, and teachers witnessed each other's stories, they redefined power relationships in classrooms and the school at large. By redefining how curriculum and instruction efforts can fully engage parents and students in its creation and implementation, the findings have implications for antiracism education and unmasking the role of privilege and subtle forms of oppression.

Oral Connections to Literacy: The Narrative

Journal of Basic Writing, 1994

Today's English language teachers f ace broad cultural and racial di ff erences between themselves and their students which negate old assump tions about teaching and learning. Teaching is about choices, making them and giving them. This essay discusses the narrative as a means f or establishing an environment where students ultimately will have choices. Narrative in the con text o f learning language in general and writing in particular opens the students to shared contexts and culture. A pedagogy based on storytelling encourages the students to understand and appreciate their classmates' cultural and racial diversity while helping them become active participants in the broader conver sation of the literate community. In this way students develop practical skills in utilizing a variety of rhetorical styles and acquire intercultural understanding and appreciation. The three-to four-week exercise discussed here enables the teacher to achieve educational goals o f interaction with the oral and written text, while achieving a sense of community in the classroom. Today, more than ever, America's mainstream college class rooms are multicultural, multilingual, and multiracial, com prised of students from widely divergent cultural and ethnic backgrounds. One of the primary challenges to educators is to understand both the breadth of this diversity and how the new Akua Duku Ano ky e, assistant professor o f English at Q ueensborough Commu nity College, CUNY, teaches fr eshman composition to ESL and Native students, and A f rican American Literature. As a sociolinguist she is a consultant and workshop leader on orality and literacy, narrative discourse, multiculturalism, writing across the curriculum, and multimedia instruction. Currently she is serving on the Executive Committee f or the Con f erence on College Composition and Communication (CCCC) and its ESL Committee, as well as on the NCTE Storytelling Committee. Dr. Anokye has recently authored a chapter, "Zora Neale Hurston: Our Folk Voice on Stage" fo r a text edited by Carol Marshe-Lockett, forthcoming f rom Louisiana State UP in Spring 1995.

Building a bridge to the future: teacher perspectives on indigenous language education

International journal of educational research open, 2022

This article addresses the histories of two Indigenous language immersion schools from the perspectives of teachers in the programs. The research questions, “What is the place of stories of our families, and communities? What does it mean to negotiate our place within the world of traditional stories told by our elders in the hogan and between worlds in the classroom?” draw on the histories of these programs to critique constructions of mainstream schooling and to frame the Dine epistemology as central to these narratives of teachers in the immersion classroom.

Telling Tales in Schools - Oral History Education

Oral history education, 2015

Τόμος με έξι ενδιαφέροντα άρθρα. Προέκυψε από εργαστήρι που έγινε στον Καναδά το 2015 και εστιάζει ιδίως στους τρόπους με τους οποίους οι εκπαιδευτικοί μπορούν να δουλέψουν με τους μαθητές τους σε πολιτικά ευαίσθητα θέματα. INTRODUCTION: TELLING TALES IN SCHOOLS Oral history education, political engagement, and youth 97 KRISTINA LLEWELLYN, NICHOLAS NG-A-FOOK AND HOA TRUONG-WHITE ORAL HISTORY AS INSPIRING PEDAGOGY FOR UNDERGRADUATE EDUCATION FRANCES DAVEY, KRIS DE WELDE AND NICOLA FOOTE ORAL HISTORY AS AN EFFECTIVE PEDAGOGICAL PRACTICE IN HIGH SCHOOL Two examples of inspiration and engagement NIKOLETTA (NIKI) CHRISTODOULOU ORAL HISTORY EDUCATION AND POETIC INQUIRY Developing ecologically sustainable literacies through language arts curriculum ANDREJS KULNIEKS, DAN LONGBOAT, JOSEPH SHERIDAN AND KELLY YOUNG STORIES THAT ARE NOT TOLD Everyone has a story, or a story that matters GUILLERMO VODNIZA THE THEORY AND PRACTICE OF 21ST CENTURY PEDAGOGIES IN THE ORAL HISTORY CLASSROOM SUE ANDERSON AND JAIMEE HAMILTON THE STORY IS ONLY THE START Collecting family oral histories in the junior/intermediate elementary classroom BARBARA BROCKMANN

A Palimpsest of Diné Voices (original) (raw)

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