1st Edition

Family Storytelling as Authentic Pedagogy Teacher Candidates, Storytelling Coaches, and Diverse Student Voices

By Frances Vitali, PhD Copyright 2025
    152 Pages 4 B/W Illustrations
    by Routledge

    Family Storytelling as Authentic Pedagogy explores the use of family storytelling as a culturally responsive pedagogy for teacher candidates. Drawing on insights from a 10-year storytelling project utilizing the Chautauqua form of storytelling, it documents and describes a writing workshop process from the perspectives of teacher candidates acting in the role of storytelling and literacy coaches. It thereby showcases how Chautauqua storytelling can be used as an effective pedagogic strategy to recognize, value, and validate students’ lived experiences, and advocates the teaching of Language Arts as experiential and authentic learning, which draws from the multicultural and multilingual perspectives of students. Serving as a resource for both researchers and pre- and in-service educators, it will appeal to scholars and practitioners with interests in literacy education, culturally responsive pedagogy, critical pedagogy, storytelling arts and language arts.

    CONTENTS

     

    Foreward

    OVERVIEW

    INTRODUCTION

     Chapter 1 - BACKSTORY

     Chapter 2 - CULTURAL CAPITAL OF STORIES, pp. 16-20

     Chapter 3 - CASE STORY ETHNOGRAPHY, pp. 20-28

     Chapter 4  - CASE OF AUTHENTIC VOICES, pp. 28-47

     Chapter 5 - CASE STORY THEMES, pp. 48-67

     Chapter 6 - CONNECTION TO CLASSROOM PRACTICE

     REFERENCES

     RELATED READING

    APPENDICES

    APPENDIX A – Storytelling Coach Pathfinder

    APPENDIX B – Letters to Family members about the storytelling project

    APPENDIX C – Forwards to Story Anthologies

    APPENDIX D – Standard & Lesson Plan

    APPENDIX E – Storytelling Elements Song

    APPENDIX F – Assessment Tools

    APPENDIX G – I am (From) Poems & Chautauqua Bookmarks

    APPENDIX H – Narratives

    Biography

    Frances Vitali was Senior Lecturer in the College of Education and Human Sciences’ Teacher Education, Educational Leadership and Policy Program at the University of New Mexico, USA.