On the pedagogical and practical values of community-engaged storytelling
Bibliographic Data
| ID | 12370266 |
|---|---|
| Authors | Charles Parrott (Kennesaw State University, corresponding author) |
| Year | 2019 |
| Volume | 40 |
| Issue | 2 |
| Pages | 187-189 |
| Publication date | 2019-11-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Text and Performance Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 1046-2937 • E-ISSN: 1479-5760 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10462937.2019.1691743 |
| OpenAlex | W2991013042 |
| Language | EN |
| References cited | 1 |
This essay offers a reflection on Julie Ann Scott’s essay “(Re)Directing a University Storytelling Troupe for At-risk Elementary Students for Course Credit: A Story of Embodied Empathy, Literacy and Personal Transformation,” I focus, first, on the pedagogical value of community-engaged performance and second, the practical value of projects that make performance interpretable to an all too often skeptical public. Ultimately, I argue that this project offers an excellent example of the good work community-engaged projects can do for students in particular and the discipline in general
Art · Embodied cognition · Empathy · Epistemology · Focus (optics · Literacy · Literature · Mathematics education · Narrative · Pedagogy · Reflection (computer programming · Skepticism · Sociology · Storytelling · Value (mathematics · Work (physics · Computer Science · Digital Storytelling and Education · Engineering · Psychology · Service-Learning and Community Engagement · Social Psychology · Theatre and Performance Studies
| Highly cited | No |
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