Children's Storytelling Within Common World Pedagogies: A Literature Review
Article Sidebar
Main Article Content
Abstract
This literature review aims to look at how children’s storytelling practices are understood within common world pedagogies. This paper highlights how common world pedagogies that integrate and support children’s storytelling practices in ways that reflect their lived experiences with the natural world, nurture their ecological identity, and encourage children into a deeper knowing of the natural world. Pedagogical documentation is also emphasized as a tool to help educators implement storytelling within common world pedagogies. It is crucial that our writing and documentation honour and exemplify the theoretical perspective that underlies common world pedagogies. The intention of this literature review is to plant a seed that encourages further dialogue and discussions that consider how children’s everyday practices and experiences in the natural world may be implicated and supported by common worlds pedagogies.
Article Details
References
Argent, A., Vintimilla, C. D., Lee, C., & Wapenaar, K. (2017). A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters. Journal of Childhoods and Pedagogies, 1(2), 1-21.
Bai, H. & Cohen, A. (2014). Zen and the art of storytelling. Studies in Philosophy and Education, 33(6), 597-608. doi: 10.1007/s11217-014-9413-8
Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem solving. Young Children, 66(2), 36-40.
Binder, M. (2014). The storied lives children play: Multimodal approaches using storytelling. Canadian Children, 39(2), 11-20. doi: https://doi.org/10.18357/jcs.v39i2.15219
Blaise, M., Hamm, C., & Iorio, J. (2017). Modest witness(ing) and lively stories: Paying attention to matters of concern in early childhood. Pedagogy, Culture and Society, 25(1), 31-42. doi: 10.1080/14681366.2016.1208265
Coskie, T., Trudel, H., & Vohs, R. (2010). Creating community through storytelling. Talking Points, 22(1), 2-9.
Government of British Columbia. (2008). British Columbia early learning framework. Victoria, BC: Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & British Columbia Early Learning Advisory Group. Retrieved from https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework
Iorio, J. M., Coustley, A., & Grayland, C. (2018). Practicing pedagogical documentation: Teachers making more-than-human relationships and sense of place visible. In N. Yellend & D. F. Bentley (Eds.), Found in translation: Connecting Reconceptualist thinking with early childhood education practices (pp. 148-170). New York, NY: Routledge.
Kimmerer, R.W. (2013). Learning the grammar of animacy. In Braiding Sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants (pp.48-59). Minneapolis, MN: Milkweed Editions.
Malone, K. (2016). Reconsidering children’s encounters with nature and place using posthumanism. Australian Journal of Environmental Education, 32(1), 42-56. doi: 10.1017/aee.2015.48
Pelo, A. (2014). A sense of wonder: Cultivating an ecological identity in young children – and in ourselves. Canadian Children, 39(2), 5-10. doi: https://doi.org/10.18357/jcs.v39i2.15218
Taylor, A. & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society, 23(4), 507-529. doi: 10.1080/14681366.2015.1039050
Taylor, A. (2011). Reconceptualizing the ‘nature’ of childhood. Childhood, 18(4), 420-433. doi: 10.1177/0907568211404951
Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461. doi: 10.1080/13504622.2017.1325452
The Anthropocene Project. (2018). Retrieved from https://theanthropocene.org/
Waters, P. (2011). Trees talk: Are you listening? Nature, narrative and children’s anthropocentric place-based play. Children, Youth and Environments, 21(1), 243-252.