We’ve been looking at the power of storytelling in enhancing student learning and the ways it differs between cultures. Now let’s focus on how storytelling itself can differ. This goes beyond the elements of a story taught and studied in an ELA class. The very way cultures can share can differ significantly and seem alien to those unfamiliar with a different way of thinking. Why does it matter for the history teacher? Let’s take a closer look.
Western storytelling tends to follow a cause and effect, sequential order. Date, events, and factual accuracy are paramount to someone raised in a western culture. When you begin looking at stories from oral cultures, you’ll discover whole new ways of storytelling. By shifting into another culture’s worldview, students will experience the past from a whole new perspective. You can use that to help them discern what was valued in the past and how to make better sense of the present.
Oral storytelling cultures typically construct stories that are circular, thematic, or episodic. While the west emphasizes facts and sequence, oral cultures emphasize relationships, values, or spiritual connections rather than a strict chronological order. Instead of relying on written records, more emphasis is placed on repetition, metaphors, and communal values to pass down knowledge.
As social studies teachers, we have the unique opportunity to walk students through stories from the past and analyze new perspectives to help increase our understanding of the world around us. What an opportunity!
Happy teaching,
Ryan Wagoner The Lyceum of History
“I am indebted to my father for living, but to my teacher for living well.” ~Alexander the Great
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