Abstract
The narrative theoretical approach to content delivery is a powerful tool for educators and students to cultivate their cultural competencies and meaningful connections in the virtual classroom. By utilizing this approach, students can gain a deeper understanding and appreciation for their peers' diverse perspectives and experiences while nurturing community and belonging among themselves. Drawing upon current research, the chapter focuses on exploring the significance of cultural competence and fluency in establishing meaningful connections in online education. It introduces a novel approach to cultivating cultural competence and meaningful connections in the virtual classroom by providing practical examples of narratives and cultural content. It also includes a range of assignments and a case study that highlight different cultural perspectives and experiences, further reinforcing the importance of cultural understanding and empathy in virtual educational settings.
TopStorytelling To Classroom Connections
Vygotsky (1962) asserts that interaction is fundamental to shaping meaningful learning experiences. This applies to both traditional face-to-face and virtual learning environments. According to constructivist theory, engaging in social learning within a group setting holds considerable significance as it enables students to actively collaborate and acquire the essential skills of co-constructing knowledge (Brindley et al., 2009). This approach rises above cultural differences and promotes an inclusive learning environment. Storytelling is a constructivist pedagogical technique that is culturally inclusive and has a powerful influence on creating meaningful connections (Gunawardena, 2021). The impact of stories on humans is significant, affecting them at intellectual, emotional, and relational levels. In education, stories are essential for aiding in the transfer and retention of knowledge and fostering deep bonds between students and teachers. Why do stories hold such power? The answer points to their ability to align seamlessly with the human thought process, information processing and absorption, self-perception, and the ability to influence others. Scholars have reported that when information is presented in a narrative form, it is stored in memory as fragments that can be easily retrieved as a whole (Baldwin & Ching, 2017; Black & Bower, 1979). By weaving new information into the fabric of a story, students can connect it with their existing knowledge, and it helps with comprehension and retention (Baldwin & Ching, 2017; Liston, 1994).
Storytelling has a remarkable capability to help students navigate and make sense of unfamiliar concepts by relating them to their past experiences and understanding. Through the reflective process of engaging with a story, students actively construct meaning by synthesizing the information presented (Baldwin & Ching, 2017). The story's narrative structure serves a cognitive function, and it allows students to store and comprehend the information effectively while also developing a coherent understanding of the world around them (Baldwin & Ching, 2017; Bers & Cassell, 1998).
TopThe Purpose Of The Chapter
Stories remain a dynamic force even in this digital age, as human brains have not evolved as rapidly as technology. As a result, storytelling continues to be one of the most successful ways to engage students, and the key is to identify the narratives that resonate deeply with each individual student. The narrative theoretical approach to content delivery is a powerful tool for educators and students to cultivate their cultural competencies and explore how stories align with the natural processes of human thinking, information processing, self-perception, and social influence. Narrative theory is a valuable framework for understanding cultural competence in online education. According to narrative theory, people construct their reality through the stories they tell themselves and others (Morris, 2006). The stories, or narratives, represent their reality, which is unique, personal, subjective, and open to change (Prochaska & Norcross, 2018). From a constructivist viewpoint and recognizing the value of diverse narratives, the narrative approach can promote understanding and empathy among students and educators from diverse cultural backgrounds. Utilizing personal narratives can enhance cultural competence online by providing opportunities for students to learn about various cultural perspectives and experiences.
Key Terms in this Chapter
Narrative Approach: It refers to using narrative techniques, such as storytelling to engage students in online learning environments.
Culture: Culture is a holistic, learned, and relative system that shapes behavior, identity, and group cohesion. It is acquired from one generation to the next and affects individuals’ perception and organization of their lives while adapting to change. Similar to an iceberg, culture has visible and hidden aspects, including core values and beliefs that are less prone to change (Department of Education, University of Oxford, n.d. AU65: The in-text citation "University of Oxford, n.d." is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Cultural Competency: It refers to the ability of individuals to be aware of their own cultural values, beliefs, and behaviors and respond to individuals of other cultural values, beliefs, and behaviors with sensitivity and respect.
Meaningful Bonds or Connections: It refers to student-instructor and student-student interactions to cultivate collaboration, peer support, and a sense of belonging and community in online learning.
Bracketing: This is a qualitative research method that is commonly used in cross-cultural counseling settings. It refers to an individual’s ability to be aware of and acknowledge own biases, preconceptions, and personal experiences that may influence the effectiveness of interactions with others.
Virtual Classroom and Online Classroom: It replicates the traditional brick and mortar classroom dynamics in a digital environment. These terms are used interchangeably in this chapter and signify the same meaning.
Countertransference: It refers to the emotional or psychological reactions and responses that an educator may experience in response to a student's verbal or written expressions, behaviors, comments, or circumstances. It is a concept that originates from psychotherapy and counseling (Gait & Hailwood, 2019 AU64: The in-text citation "Gait & Hailwood, 2019" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) but can also apply to the teaching and learning environment ( Sherry et al., 2021 ). In an online learning environment, countertransference might manifest when educators unconsciously projects their own unresolved issues, biases, or emotions onto a student. For example, if a student's experiences or comments trigger strong emotional reactions in the educator, such as frustration, anger, stress, sympathy, or discomfort, this could be a sign of countertransference.