Storytelling Research Articles

African Knowledge Production Incubators: Approaching Indigenous and Decolonized Social Work from the Ground Up Through Stories of Our Lived Experiences

ABSTRACT Six social work academics from five universities in South Africa embarked on an African Knowledge Production Incubators project using PALAR methodology. We acknowledged the imperative to decolonise social work curricula in South African universities with the goal of centering African knowledges. This article reports on our project’s first objective viz. telling stories of our lived experiences of being an African. Our stories reflected the richness in the traditions and rituals we inherited from our ancestral and local knowledge holders and wisdom bearers. The key learnings translated into guidelines for the extended incubation and the decolonization of the social work curriculum.

Analisis Kesalahan Berbahasa Indonesia pada Kegiatan Story Telling Mahasiswa Universitas Terbuka Kefamenanu

This article discusses the analysis of Indonesian language errors in the student’s story telling activities of universitas terbuka (open and distance learning/ODL university in Kefamenanu, north sentral timor regency. The research aims to describe Indonesian language errors in story telling activities. The method applied in this research in qualitative, descriptive, describing or portraying existing phenomena naturally or artificially. Data collection techniques include recording video speeches ODL university students during the story telling activities. Meanwhile, data analysis techniques cover three stages collecting data, identifying data. The results show that Indonesian language errors produced by the students comprise errors in phonology, semantics, and morphology.

Research story telling: using the research journey map to communicate information, data, systems, and artifacts

AbstractThe Research Journey Map is introduced to guide researchers on creating engaging, meaningful and impactful presentations and publications. Built on the foundational work of the Hero's Journey by Joseph Campbell, this template helps technical researchers communicate information, data, systems and artifacts that result from research so that audiences grasp and embrace the research findings.

Developing Primary School Students' Views on the Nature of Science by Storytelling

The study aimed to explore the development of third graders' nature of science views by using children's literature. The participants of the study was 18 third graders (12 F, 6 M) aged to 8-9 years old. The method of the study was a basic interpretive qualitative study and data were collected by means of open-ended questionnaires, reflective journals, and semi-structured interviews. The implementation of the study was taken for seven weeks and students enrolled in explicit -reflective nature of science activities coupled with childrens’ literature highlighting stories including nature of science. The results of the study showed that, primary students improved their NOS views mostly categırized as adequate or informed view.Our research findings revealed that, story telling could be a strong pedagogical tool in developing children’s nature of science views.

Language Games- The Great Medium to Learn English Language

Abstract: The present study aims to explore the innumerable possibilities that language games create for learning a language as a supplementary material. Language games are ideal for teaching and enhancing vocabulary of ESL learners. Take something as simple as a riddle-in case the teacher asks a riddle in a second Language class, the learners are very interested in listening to it and answering it. The riddle brings enthusiasm to an otherwise silent class. In addition to it, the learners are learning the nuances of the language like figurative language unconsciously or sub –consciously. Another mind sport is quiz that can be used to teach elements of language like grammar and vocabulary and their usage. Games can also be designed to cater to the needs of the learners and enable them to enhance their language skills i.e. listening, speaking, reading and writing. A story telling activity can eventually lead to enhancement of listening skill. The chain story building technique can be used to hone the speaking skill. Similarly, cross word puzzles can also be used to remember a few facts from a lesson just read. An activity like a write up on a topic like my favourite offline/online game can enhance the writing skills of the learners. Thus, it can be concluded that language games can be used as a supportive method for teaching and learning English in ELT classroom.

(CON) TEXTUALISING GOND ART AND PAINTINGS FOR LIFE WRITING AND INDIAN GRAPHIC NARRATIVE: REFERENCE TO BHIMAYANA: EXPERIENCES OF UNTOUCHABILITY

The pictorial Gond style of artwork has its roots in the tribal Gond art tradition adopted for narrativising fiction Bhimayana: Experiences of Untouchability (2012), life writings of Bhimrao Ramji Ambedkar. The Pradhan Gond artists Subhash Vyam and Durgabai Vyam interweave historical events with contemporary incidents using the Digna pattern of the Gond style visualising the stories with immense nuances and dynamics. The novel Bhimayana adopted Gond art to visualise and narrate the life of Ambedkar in a new way of seeing and corresponding to post-millennial trends in visual culture and comical creativity. This graphic novel Bhimayana is named after the hero for the comic version of the graphic narrative, sorrowful and miserable accounts of Bhimrao Ramji Ambedkar. The tribal Gond art and paintings had been contextualised in this fiction for interweaving the plot by bringing back story telling, symbolism, animal imageries, colours, patterns, figurative elements, and sequence of images etc. to constitute the novel, a narrative of comic and graphic strips. This paper will emphasise how this graphic novel Bhimayana juxtaposes past, present and future spatially on the page, linearly emphasising personal and historical modes while positioning itself on the high-brow of the literary canon of life narrative and Indian comics.

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers’ perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers’ narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers’ understanding of picture books’ possibilities as teaching materials, benefits for fostering students’ bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers’ narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

Storytelling in precarious landscapes: Insights from a photovoice project in rural Appalachia

The impacts of the coronavirus pandemic in the small central Appalachian town of Rainelle, West Virginia cannot be understood separately from the broader human-environment relationships of this place. These relationships are grounded in landscapes that hold tremendous natural beauty alongside the scars of coal and timber extraction, and which now face increased risk of flooding because of the changing climate those extractive industries helped create. Too often, stories of this place lack attention to this complexity because they do not account for the perspective and knowledge of the people who live and make their livelihoods there. This paper details findings from a photovoice project in Rainelle that captured life in the small town in Fall 2020, through the lenses of nine town residents. Their photos tell a story not just of the height of the pandemic in rural America, but also of what happened when the pandemic intersected with ongoing efforts to recover from a devastating flood in 2016 and decades of socio-economic hardship before that. The results show that photovoice is an effective method by which political ecologists can facilitate the telling of stories by and with research participants, while also offering insights for how we might envision more just climate futures with people not typically part of conversations about climate change, such as those from the precarious landscapes of rural Appalachia.

(Somo/Topo) Narracje autopoietyczne: podmiot tworzący (jako ciało w sieci przedmiotów)

This article is an attempt at a narrowly-focused application of a critical approach labelled ‘a history of the history of creativity’, formulated by Magdalena Popiel in her study The World of the Artist: Modernist Aesthetics of Creativity (2017). The article highlights the domain of autopoietic narratives – stories told by artists about their own creative performance, which involves projecting one’s own somatic identity and positioning one-self in a given socio-cultural context (community) – and examines the discursive dimen-sions of the creative process in the metanarrations of Tadeusz Peiper and Józef Czecho-wicz, two major poets of the Polish interwar avant-garde. The resulting model of the creative process is then set into the context of contemporary philosophical, anthropo-logical and psychological theories of creativity.

HISTÓRIA ORAL, FIGURAÇÃO E INTERPRETAÇÃO DO SERINGUEIRO: UMA ANÁLISE DA REPRESENTÇÃO SIMBÓLICA PRESENTE NA PRAÇA DOS SERINGUEIROS, EM PORTO VELHO.

The present study aims to present an analytical sketch about the interpretative and polysemic possibility of the figure of the rubber tapper. In this sense, the general objective is to analyze how the representation of the rubber tapper is transformed into symbols and historical meanings in a square in Porto Velho. The specific objectives are guided by presenting the implicit discourses of the symbolic representation constant in the rubber tappers’ square; and describe how the statue of the rubber tapper present in the square translates the history of the rubber plantation as a spatial and temporal mark of discourse and identity; The theoretical foundation will be subsidized, mainly, by Joutard (2000) and Caldas (1997), regarding Oral History. Bakhtin (2003) about text and discourse, and Nora (1993), about symbols and Memory of places. In the area of methodology, the research was developed via bibliographical research, whose nature of the texts and literature it is possible to locate the premises that meet the scope and object of the study. As a result, it can be inferred that there are a variety of possibilities for interpreting the rubber tapper square, with regard to the representative symbols marked by the rubber tapper statue. Thus, it was concluded that what has already been written about the story told via oral history of the rubber tappers still remain as a symbol of social resistance and identity of the historical character that was created throughout the period of rubber extraction in the Amazon.

Language tells another story: when tobacco is cistemaw and the Cree are nêhiyaw

Indigenous peoples’ trade in so-called ‘contraband’ tobacco, as a spate of recent cases in Alberta has shown, causes conflict between Indigenous peoples’ culture, history and sovereignty and federal and provincial laws. And as long as tobacco is defined solely as ‘tobacco’, the illegal trade will remain a criminal matter. But if we ask how First Peoples have named the plant and how such naming connects the plant to their lives and identities, today and in the past, we can locate a new way of thinking that allows the telling of a different story, one that pushes back against the settler state’s encroachments, arrests and indictments, to enable a new view of a present-day practice situated within the continuity of centuries of custom and practice.

Engaging Students’ Literacy Participation Using Audio Visual Storytelling

The aim of this study is to engage students literacy participation using audio visual storytelling to the students of primary school in the fourth grade. Every day in the first period time of school activities, students would have literacy time whether it was reading stories, books, telling stories, and sharing experiences in front of the classroom. Day by day this kind of activities bored the students. Many students preferred to talk to each other rather than spent the literacy time properly. In this case, the researcher gave another way to engage students literacy participation by giving them audio visual storytelling in order to make all students got the benefit of literacy. The participants of this research were 27 students of fourth grade in primary school. Before the audio visual story telling was given to the students, there were 68% of the students were not participated in the literacy time. After the audio visual story telling was given, all of the students got participated (90%) in the literacy. This research was held at the third months of the odd semester. Literacy was given every day. Audio visual storytelling was given for a week. This is a descriptive research because which described systematically the existing phenomena under the study. Engaging students participation in literacy, in order to motivate them in English literacy time would improve their capability in other skills as well such as: listening, reading, vocabulary, writing, speaking and grammar. The researcher found out that audio visual storytelling is useful to engage students literacy participation in the classroom.

A STORY TELLING APPROACH FOR TEACHING ENGINEERING COURSES: A MINI-CASE METHOD

Engineering courses should connect theory and practice, promote critical thinking, and engage students. Traditional teaching methods are becoming less appealing, and new strategies such as Problem-Based Learning and Flipped Classrooms have not been widely adopted. Case studies have been tried before, but open-ended ones require a complete overhaul of teaching methods and can end up feeling like projects rather than classroom tools. The mini-case approach is introduced as an in-class teaching tool to better engage students and show them the real-world implications of what they are learning. The mini-case structure includes a story, objective statement, student ideation, synthesis of students' ideas, simplification and working model, solution, conclusion, and discussion. The story is crucial to generating interest and retaining attention. The objective statement summarizes the case study's story, goals, and constraints in a single sentence. Students ideate about how to approach the problem, and their ideas are synthesized into a model that is simplified to fit the class's constraints. The solution is either analytical or numeric, and the case study objective statement is revisited to examine whether the requirements and criteria have been met. Reflection on the process and what the results mean is encouraged. The Mini Applied Case Studies (MACS) framework was developed as a structured approach to problem-solving in engineering courses. In the context of a Dynamics class, the framework was applied to the crank-slider mechanism, a challenging topic that students often struggle to understand. The MACS method successfully engaged students and developed their problem-solving skills. Feedback indicated that students found the method effective and interactive. Further research is needed to determine the full potential of the MACS method in other academic contexts.

Power and Inequality in Emily Bronte’s Wuthering Heights

Wuthering Heights novel was written by Emily Bronte. It was published by T.C. Newby in 1947.Wuthering Heights was a famous novel from the Victorian era. The novel’s story telling method was innovative in that time. The novel is filled with love, revenge, nature, social class and passion. Super natural elements also present in this novel. The plot follows Earnshaws who lived in Wuthering Heights and Lintons who lived in Thrushcross Grange, respectively. Mr. Earnshaw had two children, Catherine and Hindly, and adopted Heathcliff as his own. Hindly illtreats the gothic protagonist Heathcliff. Catherine and Heathcliff fell in love but the family refused to marry due to his lower caste status. The vital theme of this novel is power and inequality. The tale concludes with Heathcliff exacting his retribution on the next generation of the two families. Nelly, Heathcliff’s servant, witnessed the story silently throughout the entire novel.

Resisting White Nostalgia: Sikh history in Abbotsford

ABSTRACT This paper uses the Sikh Heritage Museum, a National Historic Site Gur Sikh Temple, the oldest still standing gurdwara in the western hemisphere, in Abbotsford, BC, as a living site of Sikh story telling. The author shares her journey of transformation over the past decade, based on stories and archives that have emerged reminding us that histories of racism, including that of the ku klux klan continue to be relegated to the margins in the name of white nostalgia. Sikh story telling then, through truth and radicalism, is a reclaiming of histories that are nuanced, and can move communities forward.

Developing Young Learner’s Vocabulary Acquisition by Using Total Physical Response-Wayang Fable Story Telling

The purpose of this study was to determine the effect of Wayang Fable on the development to increase their vocabulary acquisition for the fifth grade of MI ATTAQWA Tangerang. This research is quantitative and this method is a quasi-experiment with quantitative data. In this study the total population was 60 students in the fifth grade of MI ATTAQWA Tangerang. To select the sample for this study the authors used 2 classes as experiments and sampling controls, and took 60 students from two classes, namely: the first was the experimental class (5A) and the second was the control class (5B). The story telling technique with Wayang Fable is used in the experimental class in the teaching and learning process, while conventional techniques are used in the control class in the teaching and learning process. To collect data, the authors used multiple choice tests, and to calculate experimental and class control descriptive data, normality, homogeneity, Wilcoxon and Mann-Whitney U used SPSS 25. Then the results of this study showed students' vocabulary scores using the wayang story telling technique. Fable on the post-test scores were higher than students' scores on conventional techniques on the post-test scores. In conclusion, this study shows that there is a significant effect of using Wayang Fable as a medium for story telling and learning vocabulary to improve students' vocabulary mastery.

Reconstruction of the Story telling Method in Learning to Retell Texts of Fables to Grade VII Students of SMP Al-Hidayah Medan

Story telling is one method of speaking in the form of telling activities or telling about an event, and is delivered orally which aims to share stories with others and become a method that can be used in fabel’s learning. Retelling the fable text from read or heard is one of the basic competencies that students are expected to be able to do optimally. The purpose of this research is to reconstruct the story telling method with the help of visual aids in class VII SMP Al-Hidayah Medan. This research was conducted by analyzing (1) the conditions of the application of the story telling method (2) the impact of creative teaching aids. The method used in this research is descriptive qualitative method. Data collection techniques in research were conducted by interviews and literature study. The results showed that the application of the method in learning to retell fable texts in grade VII of Al-Hidayah Junior High School still did not get optimal results and responses both in terms of student response, speaking skills, and the absence of media support, so there is a need for reconstruction to achieve better learning outcomes and student responses.

Care-giver child interactions and early cognitive development in West and Central Africa

ABSTRACT This paper studies the association between caregiver–child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3–4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers.

PENGARUH TERAPI STORY TELLING TERHADAP STRES PADA MAHASISWA TINGKAT AKHIR

Final year students who are working on their final project experience various obstacles in the thesis completion process, causing stress to students. Stress that is not managed properly by students will have an impact on declining health and academic performance. Objectives: to know the effect of storytelling therapy on stress in final year students at STIKes Payung Negeri Pekanbaru. Methods: This study is a quantitative research with a quasi-experimental design with a one-group pre-test-post-test design in 44 final year students of the S1 Nursing study program who experienced stress. The sampling method is total sampling using a questionnaire research instrument (DASS 42). The analysis used is a statistical test paired sample t test. Results: Research shows that the average stress before being given story telling therapy is 21.82, and there is a decrease after being given story telling therapy, which is 16.91. The results of the statistical test obtained p value = 0.000. Conclusion: There is an influence of storytelling therapy on stress in final year students at STIKes Payung Negeri Pekanbaru. Researchers recommend to all parties who experience stress to be able to apply Story Telling as an alternative therapy.

Teaching Model Development of English Speaking Skill Using Story Telling in Junior High School

The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking.