View in EDS HTML Full Text PDF Full Text

Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination.

Saved in:
Bibliographic Details
Title: Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination.
Authors: Hajisoteriou, Christina, Panaou, Petros, Angelides, Panayiotis
Source: British Educational Research Journal. Apr2022, Vol. 48 Issue 2, p253-271. 19p.
Subjects: Students, Social justice, Storytelling, Dialogue
Geographic Terms: Cyprus
Abstract: Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world‐making and world‐changing character that may trigger children's social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter‐stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post‐implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a 'we are all different' or a 'we are all the same' discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a 'we need to see injustice to be able to act against it' discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children's metacognitive skills about societal injustices. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 156112774
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hajisoteriou%2C+Christina%22">Hajisoteriou, Christina</searchLink><br /><searchLink fieldCode="AR" term="%22Panaou%2C+Petros%22">Panaou, Petros</searchLink><br /><searchLink fieldCode="AR" term="%22Angelides%2C+Panayiotis%22">Angelides, Panayiotis</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Apr2022, Vol. 48 Issue 2, p253-271. 19p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogue%22">Dialogue</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world‐making and world‐changing character that may trigger children's social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter‐stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post‐implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a 'we are all different' or a 'we are all the same' discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a 'we need to see injustice to be able to act against it' discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children's metacognitive skills about societal injustices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=156112774
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.3765
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 253
    Subjects:
      – SubjectFull: Students
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Dialogue
        Type: general
      – SubjectFull: Cyprus
        Type: general
    Titles:
      – TitleFull: Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hajisoteriou, Christina
      – PersonEntity:
          Name:
            NameFull: Panaou, Petros
      – PersonEntity:
          Name:
            NameFull: Angelides, Panayiotis
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 01411926
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
ResultId 1