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ED365991.Pdf DOCUMENT RESUME ED 365 991 CS 214 167 AUTHOR Dyson, Anne Haas, Ed.; Genishi, Celia, Ed. TITLE The Need for Story: Cultural Diversity in Classroom and Community. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-3300-2 PUB DATE 94 NOTE 263p. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 33002-0015; $14.95 members, $19.95 nonmembers). PUB TYPE Books (010) Collected Works General (020) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Classroom Communication; Community Characteristics; *Cultural Differences; Elementary Education; *Multicultural Education; Sex Differences; *Story Telling; Student Needs; Teacher Role; *Teacher Student Relationship IDENTIFIERS Community Ties; Cultural Sensitivity; Narratology; Story Telling by Children ABSTRACT Emphasizing the complex relationships among story, ethnicity, and gender, this book explores the nature of story--the basic functions it serves, its connections to the diverse sociocultural landscape of society, and its power in the classroom. In addressing concerns about how to most effectively serve increasingly diverse student populations, the book demonstrates through example the need for and the power of story. Chapters in the book are:(1) "Introduction: The Need for Story" (Anne Haas Dyson and Celia Genishi); (2) "Multiculturalism, Community, and the Arts" (Maxine Greene); (3) "Life as Narrative" (Jerome Bruner);(4) "The Power of Personal Storytelling in Families and Kindergartens" (Peggy J. Miller and Robert A. Mehler);(5) "Multicultural Literature for Children: Towards a Clarification of the Concept" (Mingshui Cai and Rudine Sims Bishop);(6) "What Is Sharing Time For?" (Courtney B. Cazden);(7) "'The Blacker the Berry, the Sweeter the Juice': African American Student Writers" (Geneva Smitherman);(8) "Gender Differences and Symbolic Imagination in the Stories of Four-Year-Olds" (Ageliki Nicolopoulou and others);(9) "'And They Lived Happily Ever After': Cultural Storylines and the Ccnstruction of Gender" (Pam Gilbert); (10) "Princess Annabella and the Black Girls" (Vivian Gussin Paley); (11) "'I'm Gonna Express Myself': The Politics of Story in the Children's Worlds" (Anne Haas rkyson); (12) "'All the Things That Mattered': Stories Written by Tea.hers for Children" (Sal Vascellaro and Celia Genishi); (13) The ,ontribution of the Preschool to a Native American Community" (Susal-J. Britsch); (14) "Stories as Ways of Acting Together" (Shirley Bri..e Heath); (15) "Writing as a Foundation for Transformative Community in the Tenderloin" (Carol E. Heller) and (16) "Conclusion: ThIfilling the Need for Story" (Celia Genishi and Anne Haas Dyson). ,,RS) AA 11, U S DEPARTMENT OF EDUCATION Office of Echnabona, Reses,c and knprovernenl -PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (EMI St ism document nes been reproduced as Item The pe,Son 0,orpsnalthOn _-s, cpvnat.ng r Mew chandeS have been made to ^Drove re0,0CluChOn Quality Nants 0 vewo, opamons stated .11MS IOC, BEST COPY ?NELL ment 00 nOt necelsanty te0e5ent otficiat OE RI Dosaton 0 c"cy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IFRICI 2 The Need for Story 0r) NCTE Editorial Board: Hazel Davis, Keith Gilyard, Ronald Jobe, Joyce Kinkead, Louise Wetherbee Phelps, Charles Suhor, Chair, ex officio, and Mi- chael Spooner, ex officio 4 d ". The Need for Story Cultural Diversity in Classroom and Community Edited by Anne Haas Dyson University of California, Berkeley Celia Genishi Teachers College, Columbia University National Council ol Teachers of Fnglish 1111 lVest Kenyon Road, Urbana, Illinois (118() 1-10% Dedicated to our favorite storytellersour families Grateful acknowledgment is made for permission to reprint the following material: Lines from "The Cleaving," copyright 1990 by Li-Young Lee. Re- printed from The City in Which I Love You, by Li-Young Lee, with the permis- sion of BOA Editions, Ltd. "Life as Narrative," by Jerome Bruner. Reprinted with the permission of Social Research. Copyright © 1987 by Social Research. Selections from You Can't Say You Can't Play, by Vivian Gussin Paley. Reprinted with the permission of Harvard University Press. Copyright © 1992 by Harvard University Press. Staff Editors: Sheila A. Ryan and Mario Welshons Cover Design: Barbara Yale-Read Interior Design: Doug Burnett NCTE Stock Number: 33002 © 1994 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teach- ing of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data The need for story : cultural diversity in classroom and community / edited by Anne Haas Dyson, Celia Genishi. p. cm "NCTE stock number: 33002"CIP t.p. verso. Includes bibliographical references and index. ISBN 0-8141-3300-2 : 519.95 1. StorytellingUnited States. 2. Multicultural education United States. 3. Interpersonal relations. 4. EducationSocial aspectsUnited States.I. Dyson, Anne l Taas.II. Genishi, Celia, 1944- LB1042.N44 1994 372.64'2dc20 94-47953 CIP Contents Acknowk'dgment5 vii I. Introduction: The Need for Story Anne Haas Dyson and Celia Genishi 1 Connections between Story, Self, and Others: Why Do We Tell Stories? 2. Multiculturalism, Community, and the Arts Maxine Greene 11 3. Life as Narrative Jerome Bruner 28 4. The Power of Personal Storytelling in Familiesand Kindergartens Peggy J. Miller and Robert A. Mehler 38 Ways with Stories: Whose Stories Are Told? Whose Stories Are Heard? 5. Multicultural Literature for Children: Towards a Clarification of the Concept Mingshui Cai and Rudine Sims Bishop 57 6. What Is Sharing Time For? Courtney B. Cazden 72 7. "The Blacker the Berry, the Sweeter the Juice":African American Student Writers Geneva Smitherman 80 8. Gender Differences and Symbolic Imagination inthe Stories of Four-Year-Olds Ageliki Nicolopoulou, Barbara Scales, and Jeff Weintraub 102 9. "And They Lived Happily Ever After": Cultural Story lines and the Construction of Gender Pam Gilbert 124 vi Weaving Communities through Story: Who Are We? 10. Princess Annabel la and the Black Girls Vivian Gussin Paley 145 11. "I'm Gonna Express Myself": The Politics of Story in the Children's Worlds Anne Haas Dyson 155 12. "All the Things That Mattered": Stories Written by Teachers for Children Sal Vascellaro and Celia Genishi 172 13. The Contribution of the Preschool toa Native American Community Susan J. Britsch 199 14. Stories as Ways of Acting Together Shirley Brice Heath 206 15. Writing as a Foundation for Transformative Community in the Tenderloin Carol E. Heller 221 16. Conclusion: Fulfilling the Need for Story Celia Genishi and Anne Haas Dyson 237 Index 245 Editors 255 Contributors 257 vii Acknowledgments We wish to thank: Our contributors, fine storytellers all, who provided chapters of sub- stance and style Our support staff, including Urvashi Sahni, Heidi Grant, Margaret Ganahl, and Ruth Cooper, all of whom are blessed with keen eyes and gracious natures Michael Spooner, of the National Council of Teachers of English, who was unfailingly interested and supportive David Dillon, who, as editor of Language Arts, provided us with our first editorial forum, "Research Currents" in Language Arts. Three chapters are reprinted, with minor revisions, from that journal: Chap- ter 3, from 65(6), 574-583 (excerpted from Social Research 54119871, -7: 11-32); Chapter 6, from 62(2), 182-188; and Chapter 13, from 66(1), 52-57. 11111111160, 1 Introduction: The Need for Story Anne Haas Dyson University of California, Berkeley Celia Genishi Teachers College, Columbia University To introduce the major tlwine of our edited collection, we offer this classroom scene: Louise and her four- to seven-year-old children have been studying ocean creatures. Today Sonya has brought a basket of seashells. Anthony is very excited when he sees the shells and tells this story: Anthony: One time urn I saw a little baby starfish in the tub. Louise: Oh rny goodness! Did someone put it in there to play with you? Anthony: No. It just came out of the drainer. The other children begin to laugh, but Anthony is quite seri- ous. Louise: One thing I know about starfish is that they live in what kind of water: salt water or fresh water? Children: Salt water! Anthony: It was in the fresh water. Louise: I don't think I ever heard of a freshwater starfish. Shawnda: A starfish came up the drain! [with great amuse- ment] Anthony: I picked it up and showed it to my mommy and then it started moving. Slunonda: A STARFISH CAN'T COME UP NO DRAIN! Louise: It's an amazing story, Anthony. [said with appreciation, and Anthony, who has been quite distressed by the laugh- ing, smiles contentedly] Shawnda: I TELL YOU 2 Introduction: The Need for Story Louise: Shawnda, I know. I know that, and you know that, hut Anthony needs his story. And Anthony smiles at Shawnda, quite agreeing with Louise. We all have a basic need for story, for organizing our experi- ences into tales of important happenings. Stories, these ubiq- uitous discourse forms, are of great interest in language and literacy education, particularly in light of the increasing sociocultural diversity of students in our classrooms. Through stories, teachers learn of their children's cultures, of their diverse experiences, and of their connections td family and friends. Moreover, through sharing sto- riesboth children's own stories and those of professional authors teacher and children create the potential for new connections that link them together inside a new tale. Through this book, we invite our readers to participate in the exploration of storythe basic functions it serves, its connections to the diverse sociocultural landscape of our society; and its potential power in the classroom.
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