Strategy for Conveying Asynchronous Course Material during the 'Inclusive' and Anti-Ban Era: Studying a Case of Storytelling as Professionally Generated Scenarios
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| Title: | Strategy for Conveying Asynchronous Course Material during the 'Inclusive' and Anti-Ban Era: Studying a Case of Storytelling as Professionally Generated Scenarios |
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| Language: | English |
| Authors: | Katrina Black Re, Jason Susko, Ryan DiSanto |
| Source: | Schole: A Journal of Leisure Studies and Recreation Education. 2025 40(1-2):23-37. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Access to Education, Diversity Equity and Inclusion, Accessibility (for Disabled), Justice, Asynchronous Communication, Story Telling, Classroom Environment, Student Diversity, Computer Mediated Communication, Community Recreation Programs |
| DOI: | 10.1080/1937156X.2025.2540781 |
| ISSN: | 1937-156X 2162-4097 |
| Abstract: | This paper delves into techniques aimed at nurturing diverse ways of activating knowledge and facilitating access to learning through the anti-ban era. In the development of an asynchronous community recreation course, we used storytelling, a social pedagogical technique, to convey cultural, racial, disability-related, and gender-based examples. We used the integration of storytelling as effective tools within educational models such as Universal Design for Learning (UDL), where instructors can foster inclusive learning environments to address justice, equity, diversity, inclusion, and accessibility (JEDIA). We highlight the value of embracing diversity in educational asynchronous classrooms by emphasizing a strategy for pedagogical approaches that empower learners to critically engage with various forms of knowledge and backgrounds. Through the utilization of storytelling and professionally-generated scenarios, instructors can bridge cultural, social, and cognitive divides, ultimately cultivating an enriched learning experience that celebrates the plurality of human beings and fosters cultural awareness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500309 |
| Database: | ERIC |
| Abstract: | This paper delves into techniques aimed at nurturing diverse ways of activating knowledge and facilitating access to learning through the anti-ban era. In the development of an asynchronous community recreation course, we used storytelling, a social pedagogical technique, to convey cultural, racial, disability-related, and gender-based examples. We used the integration of storytelling as effective tools within educational models such as Universal Design for Learning (UDL), where instructors can foster inclusive learning environments to address justice, equity, diversity, inclusion, and accessibility (JEDIA). We highlight the value of embracing diversity in educational asynchronous classrooms by emphasizing a strategy for pedagogical approaches that empower learners to critically engage with various forms of knowledge and backgrounds. Through the utilization of storytelling and professionally-generated scenarios, instructors can bridge cultural, social, and cognitive divides, ultimately cultivating an enriched learning experience that celebrates the plurality of human beings and fosters cultural awareness. |
|---|---|
| ISSN: | 1937-156X 2162-4097 |
| DOI: | 10.1080/1937156X.2025.2540781 |
