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Storytelling in Intercultural Education

Storytelling in Intercultural Education

Rosa Tiziana Bruno
Copyright: © 2013 |Pages: 11
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
DOI: 10.4018/978-1-4666-2122-0.ch030
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MLA

Bruno, Rosa Tiziana. "Storytelling in Intercultural Education." Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., IGI Global, 2013, pp. 353-363. https://doi.org/10.4018/978-1-4666-2122-0.ch030

APA

Bruno, R. T. (2013). Storytelling in Intercultural Education. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 353-363). IGI Global. https://doi.org/10.4018/978-1-4666-2122-0.ch030

Chicago

Bruno, Rosa Tiziana. "Storytelling in Intercultural Education." In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., 353-363. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2122-0.ch030

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Abstract

Storytelling is often employed as a teaching method. If storytelling is not used properly, however, teachers run the risk of banality and of delivering meaning-poor content. The author believes that storytelling in an intercultural context must privilege the aspects of relations and creativity. As a consequence, she started a narration practice entitled “Creative Writing Relay.” Schools and public bodies collaborated in this project; this spanned different country and continents, allowed for the creation of coexistence (a sort of conviviality) of differences workshops and for the forging of significant relations between children from different places. The site of the exchange was virtual, thanks to a purpose-built virtual environment. The results were positive: the children developed an ability to appreciate the relativity of different and distant points of view, acquired an interest in other cultures, and discovered new alphabets; in fact, they started to appreciate that differences can be an opportunity for enrichment.

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