The Space between Listening and
                        Storying: Foundations for Projects in Humanization

Kinloch, Valerie; Pedro, Timothy San

doi:10.4135/9781544329611.n2

Cited by 113 publications

(90 citation statements)

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“…Indeed, it was only due to the co-construction of knowledge that occurred between the classroom teacher and myself--as we both came to recognize the importance of storytelling and discover how to best support the students in this process--that students were able to construct powerful counter-stories that increased their positive selfawareness. Kinloch and San Pedro (2014) explain that such co-construction of knowledge can only occur once dialogic communication is established. In this project, for example, the classroom teacher and I listened and added to the ideas of one another to come to a shared understanding of the significance of storytelling that neither one of us had independently recognized.…”

Section: Discussionmentioning

confidence: 99%

“…Yet given the inherent complexity of border crossing, it is only by first establishing democratic collaboration among the members of the PAR collective that people can begin to try different roles and take on new identities (Cammarota et al 2018;Jacobs 2017;Trickett and Beehler 2017). A democratic approach to PAR allows the design of the project to unfold based on knowledge co-created as all participants--both insiders and outsiders--share their insights and expertise through dialogic communication (Kinloch and San Pedro 2014). In this way, knowledge is not passed from an expert holder of information to a recipient, but rather co-constructed as both interlocutors share and build on the ideas of one another.…”

Section: Beyond Findings-based Outcomes: the Transformative Potentialmentioning

confidence: 99%

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Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

Lucko

2019

Educational Action Research

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This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014-2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support for the students to develop and write their stories in English. Although the PAR project failed to produce an Action Plan based on students' research findings, the storytelling ripple effect from the PAR initiative had a transformative impact on the students as they constructed counter-stories to dominant discourses that marginalize and dehumanize Latinx immigrant students and their families. Through the process of writing and reading their stories aloud in English, the Latinx English learners successfully positioned themselves as resilient, hard working students who are fully capable of participating in civic programs, projects or debates with their native English speaking peers.

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Section: Discussionmentioning

confidence: 99%

Section: Beyond Findings-based Outcomes: the Transformative Potentialmentioning

confidence: 99%

Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

Lucko

2019

Educational Action Research

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“…It was through the establishment of sincere and sustained relationships with the girls that we were able to build trust from which coproduced girl of color knowledge emerged. The trusting relationships gave way to honest and open dialogic learning that would likely be unavailable through more traditional and distanced research methods (Kinloch & San Pedro, 2014).…”

Section: Methodsmentioning

confidence: 99%

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

Player¹

2019

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This article investigates how playwriting served three middle school Black girls within a larger practitioner research study seeking to better understand the literate practices of girls of color. It delves into the ways that playwriting provided the girls in an afterschool writing club opportunities to explore both their knowledge and ways of knowing, rooted in their cultural, gendered, and racialized experiences, and, in turn, share these with others, within an academic setting. It points to the necessity for creating writing pedagogies that celebrate experiential, cultural, emotional, and relational knowledge, using playwriting as an example.

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“…My multilogical approach that seeks to unpack the hegemony of Western research compels me to think about the words of my participants in front of, but also alongside theory alongside my own voice. Kinloch and San Pedro (2014)…”

Section: Detour Two: Caveats On the Journey To Understandingmentioning

confidence: 99%

Along a MÃ¶bius strip : a journey into postcolonial theory, decolonization, and social studies with/in Indigenous context

Shear¹

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The Space between Listening and Storying: Foundations for Projects in Humanization

Cited by 113 publications

References 0 publications

Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

Along a MÃ¶bius strip : a journey into postcolonial theory, decolonization, and social studies with/in Indigenous context

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