Our education system, an extension of our society, has created a monster of historical sociocultural and linguistic inequities, traumas, structural racism, and oppressions. Culturally responsive and sustaining pedagogy honor students’ funds of knowledge as their authentic power and voice. The oral family stories became vehicles to navigate and facilitate educational partnerships in becoming more culturally responsive for these teacher candidates. Oral stories, as documents, became the content within the context of the writing workshop process. These documented stories became the technological bridge that supported students’ home experiences with academic language and content to meet curricular goals.
During the writing process, storytelling coaches validated their mentees’ voices, experiences, and identities. For coaches, the stories were the beginning of seeing students differently; challenging their own biases and recognizing embedded structural oppression and racial inequality. These stories provided opportunities for building trusting and meaningful relationships more representative of humanistic and emancipatory pedagogy.
"Technology of Story: Documenting Culturally Sustaining Anti-Racist Teaching,"
Proceedings from the Document Academy: Vol. 7
, Article 16.
Available at: https://ideaexchange.uakron.edu/docam/vol7/iss1/16
Digital Object Identifier (DOI)
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons, Humane Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons