Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program
Bibliographic Data
| ID | 18965764 |
|---|---|
| Authors | Meadow Schroeder (0000-0002-1077-7855, University of Calgary, corresponding author), Erin Tourigny (0000-0003-3262-9885, University of Calgary), Stan Bird (University of Calgary), Jackie Ottmann (First Nations University of Canada), Joan Jeary (University of Calgary), Duane Mark (Education Authority), Clarice Kootenay (Education Authority), Susan Graham (0000-0002-4391-1774), Susan A Graham (0000-0001-7667-1650, University of Calgary), Anne Mckeough (University of Calgary) |
| Year | 2022 |
| Volume | 51 |
| Issue | 2 |
| Publication date | 2022-12-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Indigenous Education (JOURNAL) |
| Journal identifiers | ISSN: 1326-0111 • E-ISSN: 2049-7784 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.55146/ajie.v51i2.50 |
| OpenAlex | W4311455289 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
Indigenous communities in Canada have struggled with systemic inequities that have affected education outcomes of their children. In collaboration with a Stoney Nakoda community in Western Canada, a university research team, composed of Indigenous and non-Indigenous members, offered an instruction program designed to use storytelling as a gateway to early literacy development. Indigenous researchers and collaborators guided program adaptation to increase its cultural relevance, and non-Indigenous researchers drew upon developmental research to tailor scaffolded instruction that supported increased story-structure complexity. A total of 100 children aged 5 to 7 years participated in an eight-month storytelling program, which included pre- and post-instruction assessments of storytelling and recall. After instruction, participants generated more complex, detailed stories that contained more references to their culture compared to same-age peers. They also more accurately recalled the gist of stories they were read. This study demonstrates the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate
Curriculum · Indigenous · Indigenous culture · Literacy · Medical education · Narrative · Pedagogy · Storytelling · Traditional knowledge · Child Development and Digital Technology · Early Childhood Education and Development · Medicine · Psychology · Reading and Literacy Development
Noticing Learners’ Strengths Through Cultural Research
Calls to Action
Indigenous Peoples’ Life Stories
A critical review of Aboriginal education in Canada
Reading dual language books
Improving story complexity and cohesion
The elementary forms of narrative coherence in young children's storytelling
Representations of natural environments, recurring characters and ways of living with the land in children’s retellings of First Nations oral narratives
The Impact of Colonization and Western Assimilation on Health and Wellbeing of Canadian Aboriginal People
Autobiographical Memory and the Construction of A Narrative Self
Children, myth and storytelling
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |