Storytelling for youth education in civil society in Winnipeg

dc.contributor.authorKrahn, Sandra Lynn
dc.contributor.examiningcommitteeSawatsky, Jarem (Canadian Mennonite University) Hewlett, Kim (Engineering)en_US
dc.contributor.supervisorWiens, John (Educational Administration, Foundations and Psychology) Senehi, Jessica (Peace and Conflict Studies)en_US
dc.date.accessioned2012-09-14T20:30:34Z
dc.date.available2012-09-14T20:30:34Z
dc.date.issued2012-09-14
dc.degree.disciplineInterdisciplinary Programen_US
dc.degree.levelMaster of Arts (M.A.)en_US
dc.description.abstractThere is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers’ learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency.en_US
dc.description.noteOctober 2012en_US
dc.identifier.urihttp://hdl.handle.net/1993/8855
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectStorytellingen_US
dc.subjectPeacebuildingen_US
dc.subjectCitizenshipen_US
dc.subjectEducationen_US
dc.titleStorytelling for youth education in civil society in Winnipegen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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