Storytelling I PP

Storytelling as a Pedagogical Approach
for Development Education

The Role of
Stories in the
Everyday
Stories are a fundamental part of
The Role of
life used on a daily basis as a
means of self expression and as
Stories in the
a way to make sense of life.
Everyday
Weick (1995)
Links between Storytelling and Learning
experience experience
Storytelling makes meaning, linking one stepping stone of

experience with another across the gap of the unknown.
Josephs (2008)
reflection reflection meaning

Storytelling is reflection on an aspect of experience

to make a leap of meaning.
Josephs (2008)
reflection reflection meaning

active process
Storytelling presents a particular way of knowing,
as process verb, not noun active, not passive.
Josephs (2008)
When we tell stories and process
the value of
them, using reflective dialogue,
reflective we create the possibility for
storytelling changes in ourselves and others.
McDrury and Alterio (2003)
the value of reflective storytelling
not only enables us

to reshape, reassess
and reconstruct
Our capacity to particular events
who
may raise
express ourselves alternative
through narrative views
suggest
forms it also allows us imaginative
to learn from possibilities
discussing our
experiences with and ask
individuals stimulating
questions
Through dialogue shaped to explore
the value of
experiences in depth, multiple
reflective perspectives can emerge.
storytelling
McDrury and Alterio (2003)
Stages of
McDrury and Alterio (2003) present a
model of reflective learning through
Learning
storytelling that represents how
Through individuals identify, tell and build on a
Storytelling story through collaborative processes
Stage 1: Story finding
Stages of
Stage 2: Story telling
Learning
Stage 3: Story expanding
Through
Stage 4: Story processing
Storytelling
Stage 5: Story reconstructing
Using McDrury and Alterios Model of Reflective
Learning for Development Education
Stage 1: Story finding

(noticing, tuning into)
Present a story
that raises Have students find and
development issues, OR present a story on a
e.g. video clip, poem, short specified topic, or on
story, or photo on issues of any social justice topic
poverty or another that interests them
injustice
Stage 2: Story telling

(describing, deconstructing)
What is this
video/poem/photo How does it
about? make you feel?
Help students
to make initial
sense of the
story What questions
does it raise
for you?
Stage 3: Story expanding How would

(reflecting on, making meaning) Why is the you feel
person in the in their
story living position?
this way?
Help students to How is this
reflect on deeper different from
meanings How is this how you live? Imagine
of the story similar to how yourself
you live? as this
person
Stage 4: Story processing Investigate and

(questioning taken-for-granted knowledge) Research
facts and figures debate the causes
about the issue of the injustice
addressed in highlighted in the
the story story
Help students to
interrogate the issues Critique
relevant to the story Find out more information
about people living in sources - challenge
a similar situation and negative stereotypes
what that means for and implicit
people biases
Stage 5: Story reconstructing

(imagining alternatives) Reflect on
the ways in which our
societys lifestyle and
consumption patterns
Help students to might act to perpetuate
Investigate
explore how they might injustices
options for collective
be activist and take a social action/activism
stance to do something Question the for a more socially just
to change the story assumptions behind world
and implications of
individualised charity
solutions, e.g. fasting or
fund-raising
Some Examples of Stories for Development Education
Story 1: fast fashion
Link: http://bit.ly/primark-on-the-racks
Link: http://bit.ly/parul-begum
Some Examples of Stories for Development Education
Story 2: coltan
Link: http://bit.ly/conflict-minerals
Conflict in the Congo: MORE THAN 5.4 MILLION PEOPLE HAVE DIED - THE BIGGEST DEATH TOLL SINCE WWII
References
Josephs, C. (2008) The Way of the S/Word: Storytelling as Emerging Liminal,

International Journal of Qualitative Studies in Education, 21(3), 251-267.
Mc Drury, J. and Alterio, M. (2003) Learning Through Storytelling in Higher
Education. London: Kogan Page.
Pink, D.H. (2006) A Whole New Mind. Riverhead Trade.
Weick, K.E. (1995) Sensemaking in Organizations. Sage.

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Storytelling as a Pedagogical Approach

for Development Education

Storytelling makes meaning, linking one stepping stone of

reflection reflection meaning

Storytelling is reflection on an aspect of experience

reflection reflection meaning

not only enables us

Stage 1: Story finding

Stage 2: Story telling

Stage 3: Story expanding How would

Stage 4: Story processing Investigate and

Stage 5: Story reconstructing

Story 1: fast fashion

Josephs, C. (2008) The Way of the S/Word: Storytelling as Emerging Liminal,

Weick, K.E. (1995) Sensemaking in Organizations. Sage.

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