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Storytelling in a Culturally Responsive Classroom - Opening Minds, Shifting Perspectives, and Transforming Imaginations (Paperback)
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Storytelling in a Culturally Responsive Classroom - Opening Minds, Shifting Perspectives, and Transforming Imaginations (Paperback)
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The authentic, storytelling process gives students the opportunity
to include their heritage language and culture into the learning
process at school. Often, students separate their heritage language
and culture from the school culture. They do this in order to
survive the complexity of living in dual worlds or perspectives
(Belenky et al., 1986). When teachers integrate the heritage
language, such as storytelling, into the authentic literacy
processes, students find that their heritage language and culture
has value. They discover that their teachers encourage the
traditional storytelling of their own heritage stories in the
classrooms among their classmates. This brings the dual perspective
of living in two distinct worlds together. The culturally
responsive teachers help to merge both the home and school culture
together through authentic literacy. This book describes how
culturally responsive teachers learn to navigate between the
heritage languages of their students and the dominant language of
their curriculum and instruction. They know to ask questions such
as, "Who are the storytellers in your home and what stories do they
tell you?" This form of questioning opens up the thinking process
that shows literacy comes in more forms and processes than just a
book. As culturally responsive teachers invite different forms of
literacy to be shared in the classroom, they bring the authentic
lives of storytellers into their classroom. The students can retell
the stories that they were told by their storytellers. Through this
storytelling process both the culturally responsive teachers and
the students informs them about who they are, how they are connect
with others, and how they interdependent on others. Students tell
stories that inform them about who they are and how they are
connected with others, so they will know that they are human. They
can live in a world of possibilities where they are interconnected
with literacy and interdependent with each other in order to be
human. They are describing what Greene (1995) described as looking
into each other's eyes in order to encourage them to tell their
stories about who they are and who they hope to be.
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