Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society.
Author: Lee Anne Bell
Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice. For every teacher who has struggled with how to get the "race discussion" going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice.
Say it Forward is an extension of this work: a guide for social justice storytelling that outlines Voice of Witness’ critical methodolog y at the core of their evocative oral history collections.
Author: Mayotte Cliff
Publisher: Haymarket Books
Category: Political Science
Oral history is a universal form of storytelling. For many years Voice of Witness, cofounded by Dave Eggers, has shared powerful stories of people impacted by in- justice with a broad audience of readers. Say it Forward is an extension of this work: a guide for social justice storytelling that outlines Voice of Witness’ critical methodolog y at the core of their evocative oral history collections. Expert editors and authors candidly outline how to harness the power of the personal narrative to expose larger issues of inequality. An essential resource for empathetic oral historians, this guide addresses a lot of the ideas that many people aren’t sure how to talk about, such as: How do I interview people who belong to a very different community than the one I’m from? How can power dynamics impact a narrator’s comfort? How do I deal with secondary trauma when listening to difficult stories? Say It Forward will support readers with everything from the initial planning phases to the deeper, more essential questions that examine the ethics of the practice. Cliff Mayotte is the Education Program Director with Voice of Witness. He previously edited The Power of the Story: The Voice of Witness Teachers Guide to Oral History published in 2013 by Voice of Witness and McSweeney’s. Claire Kiefer is the author of Bear Witness, forthcoming from Big Pencil Press in Fall 2018. She is a Voice of Witness Curriculum Specialist.
Bell, L. A. (2010), Storytelling for Social Justice: Connecting Narrative and the
Arts in Antiracist Teaching, New York, NY: Routledge. This book reveals the
unique power of storytelling for critically understanding and starting meaningful ...
Author: David Ruiter
Publisher: Bloomsbury Publishing
The Arden Research Handbook of Shakespeare and Social Justice is a wide-ranging, authoritative guide to research on Shakespeare and issues of social justice and arts activism by an international team of leading scholars, directors, arts activists, and educators. Across four sections it explores the relevance and responsibility of art to the real world ? to the significant teaching and learning, performance and practice, theory and economies that not only expand the discussion of literature and theatre, but also open the gates of engagement between the life of the mind and lived experience. The collection draws from noted scholars, writers and practitioners from around the globe to assert the power of art to question, disrupt and re-invigorate both the ties that bind and the barriers that divide us. A series of interviews with theatre practitioners and scholars opens the volume, establishing an initial portfolio of areas for research, exploration, and change. In Section 2 'The Practice of Shakespeare and Social Justice' contributors examine Shakespeare's place and possibilities in intervening on issues of race, class, gender and sexuality. Section 3 'The Performance of Shakespeare and Social Justice' traces Shakespeare and social justice in multiple global contexts; engaging productions grounded in the politics of Mexico, India, South Africa, China and aspects of Asian politics broadly, this section illuminates the burgeoning field of global production while keeping as a priority the political structures that make advocacy and resistance possible. The last section on 'Economies of Shakespeare' describes socio-economic and community issues that come to light in Shakespeare, and their potential to catalyse ongoing discussion and change in respect to wealth, distribution, equity, and humanity. An annotated bibliography provides further guidance to those researching the subject.
Author: Jennifer Austin Walton-WetzelPublish On: 2018
Social impact entertainment advocates and participants in Hollywood's nascent 'social impact storytelling' scene attempt to leverage the cultural influence of popular media on behalf of prosocial and public health causes: they promote, ...
Author: Jennifer Austin Walton-Wetzel
Social impact entertainment advocates and participants in Hollywood's nascent 'social impact storytelling' scene attempt to leverage the cultural influence of popular media on behalf of prosocial and public health causes: they promote, facilitate consultations on, and attempt to integrate social impact content into entertainment programming. The central questions of this dissertation, based on sixteen months of ethnographic fieldwork, involve what kinds of ideologies of social change and theories of communication shaped participants' everyday practices, structured advocate-industry relationships, and influenced the popular narratives that emerged from advocate-Hollywood collaborations. The project sought to understand how so-called "social impact" topics - primarily issues regarding public health and the social determinants of health -- were being formulated, resisted, transformed, and articulated through and alongside popular narratives. Of particular interest were how the practices and ideologies operating in these contexts might relate to larger cultural discourses about social justice and social change, the potentialities of narrative, contemporary humanitarian ideals, and ideas about responsive ethical subjectivity in relation to others' stories. Through an ethnographic investigation of social impact media advocacy in contemporary Hollywood, this dissertation explores the landscape and configuration of contemporary social impact media/social impact storytelling movements, their antecedents, recent evolutions, and some of the implications of their current trajectories.
This Indigenous study is a Native American researcher's exploration into the lived experience of four male Northern Arapaho undergraduate college students' transition, retention, and completion to graduation.
Author: Avis Garcia
Category: Arapaho Indians
This Indigenous study is a Native American researcher’s exploration into the lived experience of four male Northern Arapaho undergraduate college students’ transition, retention, and completion to graduation. College graduation rates among Native American (NA) college students are the lowest of all ethnic groups in the nation (Flynn et al., 2012; Shotton et al., 2007). The purpose of this research project was to focus on educational history, help-seeking, counseling, acculturation and theoretical perspectives of Native American students in postsecondary education. The limited availability of qualitative research focuses on the negative aspects of NA students (Montgomery, et al., 2000). This research study offered a more strength- based perspective looking at how reservation raised students are successful in college. Through the theoretical lenses of Tribal Critical Race Theory ([TribalCrit] Brayboy, 2006), the current study examined a group of NA men who completed their undergraduate degrees within the past 30 years at the University of study. Data was collected from conversational indigenous storytelling interviews, and participation in a focus group/talking circle. This study detailed and analyzed how these men successfully completed their college education at a predominantly non- Native university. The question this study addressed is: This study identifies the success factors of these four collaborators, creating a Warrior Scholar Northern Arapaho academic profile. How do successful college male graduates of the Northern Arapaho tribe feel about their time at the University of Wyoming, a postsecondary Predominantly non-Native Institution? This study identifies the success factors of these four collaborators, creating a Warrior Scholar Northern Arapaho academic profile. This study examined the lived positive experiences of successful college completion of four male NA tribal members from the Reservation. Keywords: Native American, Postsecondary Education, Indigenous Research.
Telling Stories to Change the World is a powerful collection of essays about community-based and interest-based projects where storytelling is used as a strategy for speaking out for justice.
Author: Rickie Solinger
Telling Stories to Change the World is a powerful collection of essays about community-based and interest-based projects where storytelling is used as a strategy for speaking out for justice. Contributors from locations across the globe—including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago—describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness.
Khari : Those who are serious about social justice and in seeing lasting social
change happen - whether as an individual , a discipline , or as an organization -
need to get very serious about storytelling . I ' m not talking about public relations
Author: Richard Greggory Johnson
Publisher: Peter Lang Pub Incorporated
A Twenty-first Century Approach to Teaching Social Justice: Educating for Both Advocacy and Action defines social justice in terms of the marginalization of groups including women, people of color, queers, working class/poor individuals, and individuals with disabilities. Sixteen original chapters provide new and insightful perspectives on topics ranging from global transgender awareness and action to religious pluralism. Essential reading for anyone concerned about the state of equality in our society, this book will provide undergraduate and graduate students, as well as other readers, with an awareness of various social justice issues and how to develop strategies for social change.
Breaking new ground by reframing multimedia life stories as a resource for education, public health, and policy, this book challenges policymakers, professionals, and researchers to reimagine how they find out about and respond to ...
Author: Nicole Matthews
Publisher: Taylor & Francis
As digital life stories continue to assume more and more significance across a range of institutions, so too does their potential to bring into focus once marginalised and neglected voices. Breaking new ground by reframing multimedia life stories as a resource for education, public health, and policy, this book challenges policymakers, professionals, and researchers to reimagine how they find out about and respond to people’s daily lives and experiences of health, disability, and well-being. The book develops theoretical, methodological, and practical resources for listening to digital stories through a series of carefully selected international case studies, from dementia care education to campaigns in the UN to ban cluster munitions. The case studies explore and illuminate different ways that digital stories have – and have not – been listened to in the past. The authors expose the great potential as well as the complexity of using powerful personal stories in practice. Together, the case studies highlight that processes of listening to, learning from, and making use of digital stories involve unavoidable processes of reinterpretation, recontextualisation, and translation which have significant ethical and political implications for storytellers, listeners, and society. In mapping and theorising the movement of stories into new contexts of policy and practice, the book offers a critical lens on the widely celebrated democratising potential of digital storytelling and its capacity to amplify marginalised voices. Digital Storytelling in Health and Social Policy develops an authoritative and original re-conceptualisation of digital life stories and their use for social justice ends, and will be important reading for researchers and practitioners from a range of backgrounds, including social policy, digital media, communication, education, disability, and public health.
This is , of course , not to say that these secondrate storytellers are always able to
pass the stories on unvitiated . ... people more than simple entertainment , that
they are felt as a satisfaction , a dispensation of social justice and the realization
"This text offers a cohesive framework for exploring social justice through drama and drama from a social justice perspective. Research based examples of practice from a range of international contexts link theory and practice.
Author: Kelly Freebody
"This text offers a cohesive framework for exploring social justice through drama and drama from a social justice perspective. Research based examples of practice from a range of international contexts link theory and practice. Connecting chapters raise key critical questions in an engaging dialogue format. An important addition to the literature on social justice education." - Lee Anne Bell, author Storytelling for Social Justice (2010) and co-editor of Teaching for Diversity and Social Justice (Routledge, 2007) Much has been written within the tradition of drama education and applied theatre around the premise that drama can be a force for change within both individual lives and society more broadly. However, little has been published in terms of charting the nature of this relationship. By combining theoretical, historical and practical perspectives, this book unpacks and explores drama’s intrinsically entwined relationship with society more comprehensively and critically. Chapters gather together and develop a range of theoretical understandings of social justice in applied drama in the first part of the book, which are then used to frame and inform more focused discussions of drama research and practice in the second. Contributors move beyond practical understandings of drama for empowerment or development in order to engage with the philosophy of praxis – the interconnected and symbiotic nature of theory derived from practice, and practice derived from theory. Including concrete examples from current research and practice in the field, the book opens up a conversation on and counter-narrative to perceptions of the nature and impact of applied theatre and drama education on social justice. Drama and Social Justice will be key reading for postgraduate students, academics, researchers and field-based practitioners in the areas of applied drama and theatre, education and youth work, and social justice and the social sciences.
Dr . Neile performs and presents workshops and lectures across the U . S . and
overseas , particularly on the topics of storytelling for social justice and with the
elderly . A Fulbright Senior Specialist , she is a founding editor of Storytelling ,
Author: Roslyn Bresnick-Perry
Category: Social Science
The autobiographical stories in I Loved My Mother on Saturdays, based on the author¿s life ¿ first in a shtetl in Belarus, then as a new American immigrant in New York, and finally as a garment center designer and mother ¿ were first spun orally. This gives her writing a lively, spoken word rhythm, as if she is the raconteur in your living room telling tales out of school. This is the oral tradition in its truest sense: stories shaped by the listener and by time.Bresnick-Perry¿s stories are wildly funny and deeply moving. ¿ Na¿amat WomanThrough these many-splendored multi-layered technicolor personal stories, filled with humor and poignant moments, Roslyn¿s voice enters your heart! She carries you with her to deeper truths of the human spirit. ¿ Peninnah SchramRoz Perry is one of this nation¿s finest tellers of tales. Weaving her memories of the tiny town of Wysokie Litewskie into stories, she has created a priceless resource both for understanding the lifeways in the shtetlach of Belarus and other areas of Eastern Europe, as well as the American immigrant experience. I can not imagine a reader who would not find her book a gift and a delight.¿ Steve Zeitlin Director City LoreThe seeds for the Jewish future are contained in these stories of the Jewish past. In a voice of shrewd innocence, Roslyn Bresnick-Perry describes the hardships, fears and community bonds that shaped Jewish life in the Old Country and the courage, determination and love that allowed Jewish life to bloom in American soil. She has recreated the shtetl from memory, and made a wonderful, unsentimental fairytale out of real-life yiddishkayt. ¿ Larry Bush
She currently teaches for the Heritage Institute ' s Educating for Humanity
Program , offering courses on bringing social justice teaching to the classroom
through storytelling , integrated arts approaches , and writing . Merna received a
Author: Sherry Norfolk
Publisher: Libraries Unltd Incorporated
Gives lesson plans for use in classroom storytelling, and each plan is linked to national educational standards.
An illustration of typology for the purposes of this chapter is women of color
tackling the social justice question through their ... in educational research is that
humans are storytelling organisms who , individually and socially , lead storied
Author: Catherine Marshall
Publisher: Allyn & Bacon
This reader on key issues in Social Justice is written by well-known experts in the area and edited by the leading authorities in the field. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice; Preparing Social Justice Leaders; and Next Steps, to mobilize to action as well as to make information accessible and useful. This book challenges leaders, educators and researchers to be effective advocates for social justice. It demonstrates how the current realities in educational leadership training and in school practices re-create inequities. It provides an array of ways of understanding the effects of exclusionary practices as well as constructive exercises and materials for those who will lead students and staffs to create equitable practices.
Author: Eleanor Renée Sanders-LawsonPublish On: 2001
LawrenceLightfoot argues , “ The African - American legacy of story telling
infuses these narratives and serves as a source ... as a member of a family that
was well known throughout the surrounding communities as activists for social justice .
"The volume describes and vividly illustrates the critical qualities that make PK-12 teachers both effective and memorable.
Author: Antonio L. Ellis
Publisher: Teachers College Press
"The volume describes and vividly illustrates the critical qualities that make PK-12 teachers both effective and memorable. These critical stories, and the editors' concluding conceptual analysis, will prove especially valuable to pre-service and in-service teachers who are engaged in the important responsibility of teaching our nation's youth. Each chapter will include an analysis drawn from research on identity in teacher education, theory, and research in education, psychology, and human development"--
In the end , the most noticeable unintended benefit of affirmative action for the
majority is the court ' s use of affirmative action to silence the minority ' s cry for social justice . REFERENCES Aguirre , Jr . , A . 2000 " Academic Storytelling : A ...
Since November , these men who now call themselves “ The Magnificent Seven ,
” have spoken to over 1 , 000 people : lawyers at Harvard Law School , high
school and college students , church groups and social justice groups . Speaking
of this article , is the use of “ storytelling " as a metaphor for the social construction
of reality . 4 Disch describes the value of storytelling in this way : Storytelling both
situates our theories in the experiences from which they came and engages ...
At the end of his story , he is willing to be anesthetized by the ample material life
of his family and to forget his desires for social justice . By giving a new meaning
to Florent's tale the context pulls the story away from him and detaches him from ...
Author: Richard Shryock
Publisher: Peter Lang Pub Incorporated
Embedded narrative is a privileged formal aspect of literature because norms of representation - and often reception - are themselves depicted. This work focuses on the exchange depicted between embedding and embedded narratives and how this exchange participates with other aspects of the text and with the socio-historical forces which ultimately frame any act of literature. The use of embedded narrative is studied in a wide variety of novels and short stories including works by Balzac, Huysmans, Zola, Gide, Camus, Duras, and Tournier.